Gross National Happiness Participatory Action Research Study Baseline Report 2012

Participatory Action Research GNH RUB Gap Analysis Report, Baseline Round 2012.

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A Participatory Action Research Study to Develop GNH Pedagogy, MA and PhD degree programs in

Holistic Education, Baseline round report.

The Americas Association for the Care of Children

Naropa University

Deborah Young

Assistant Researcher Irina Karic

and

The Royal University of Bhutan Research Team

June 2012


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A Participatory Action Research Study to Develop GNH Pedagogy, MA and PhD degree programs in

Holistic Education

Prepared by;

Dr. Deborah Young (Primary Investigator) Irina Karic (Research Associate) Brittny Madden (Research Assistant) Paro College of Education (PCE) Core Research Team: Jambay Lhamo (In-country Research Team Leader, RTL) PCE is the hub college of this research study. Hari Maya Ugyen Tshomo Karma Wangchuk Karma Nidup Tashi Dema PCE Assistant Research Team Data collection Writing Team Kezang Amina Gurung Nima Dechen Tshomo LN Chetri Lhaden Research Team members at RUB Colleges College of Natural Resources (CNR): Yonten Dorji (RTL) Sigye Dema Dr. D.B. Gurung Tshering Dorji Tshering Gyeltshen L.M. Mishra (Non-RTM) Samtse College of Education (SCE): Uygen Pem (RTL) Bojoy Hangmo Subba Pema Chopel Kezang Choden Institute of Language and Cultural Studies (ILCS): Tashi Dendup (RTL) Tenzin Jamtsho Chencho Tshering Dechen Choney Tshering Dema Jygme Namgyel Polytechnic (JNP): Shabir Rai (RTL) Namgay Dorji Sonam Keba Sherubtse College: Sangay Dorji (RTL) Sumjay Tshering Sangay Tsecho Pema Choden Dr. Rama Kanta Barman Jamyang Choda Rashmi College Science and Technology (CST): Kelzang Dorji (RTL) Basant Pradham Dechen Lhamo Pema Choezom Yowaraj Chhetri Sonam Peden Geddue College of Business Studies (GCBS): Dawala (RTL) Richen Dorji Akansha Shukla Ashutosh Shukla Dawa Pran Karma Yedzer


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National Institute of Traditional Medicine (NITM): Dechen Choden (RTL) Tendril Wangdi Sherab Dorji Pema Zangmo Royal Institute of Health Sciences (RIHS): Kinga Pem (RTL) Nidup Dorji Manikala Laygoi Sangay Phuntso Passang Lhamo


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Abstract ........................................................................................................................................... 10 Executive Summary ..................................................................................................................... 11 Development of Gross National Happiness (GNH) in Education ............................................ 11

Study Method: Participatory Action Research Gap Analysis Study ............................................................... 11 Identified Gaps ...................................................................................................................................................................... 13 Recommendations ............................................................................................................................................................... 14 Gap Recommendations ...................................................................................................................................................... 15 Priority Recommendations: Short, Intermediate and Long Term .................................................................. 19 Short-‐Term Recommendations: .................................................................................................................................... 19 Intermediate Recommendations ................................................................................................................................... 20 Long Term Recommendations ....................................................................................................................................... 21

Conclusion ................................................................................................................................................. 23

Introduction ................................................................................................................................... 29 Historical Context and Background ................................................................................................. 29 The Project ................................................................................................................................................ 29 Aims of the study: .................................................................................................................................................. 30 Central Research Questions ............................................................................................................................................. 30

The Significance of the Project ......................................................................................................................... 32 Relationship of Research to Existing Literature ....................................................................................... 32 New Knowledge Expected to Result from Research ............................................................................... 32 Classroom culture: ................................................................................................................................................. 33

Sampling and Data Collection .................................................................................................. 37 Sampling .................................................................................................................................................... 37 Data collection methods ....................................................................................................................... 46 Jumpstart ................................................................................................................................................................... 49 Pretest ......................................................................................................................................................................... 50 Onsite data collection ........................................................................................................................................... 50 Collection process .................................................................................................................................................. 52

Data analysis methods .......................................................................................................................... 52 Intro: What is data analysis? ............................................................................................................................. 52 Parts of data analysis ............................................................................................................................................ 53

Findings ........................................................................................................................................... 59 Quality of Education .............................................................................................................................. 60 Experiential Learning ........................................................................................................................................... 61 Relevant education for future/life .................................................................................................................. 62 Purpose of education ............................................................................................................................................ 64 Student centered learning .................................................................................................................................. 64 Feedback needed .................................................................................................................................................... 65 Body language ......................................................................................................................................................... 66 Teacher directed and centered learning ...................................................................................................... 66 Syllabus driven ........................................................................................................................................................ 67 Large class size ........................................................................................................................................................ 68 Content oriented ..................................................................................................................................................... 68 Professional development .................................................................................................................................. 69 Experienced teachers ........................................................................................................................................... 69 Pedagogy is lacking ............................................................................................................................................... 69 Lecture: teacher directed .................................................................................................................................... 70 Holistic: physical health, social, emotional, spiritual .............................................................................. 71 Food Quality ............................................................................................................................................................. 71 Opportunities for students ................................................................................................................................. 71 Creativity ................................................................................................................................................................... 72 English language ..................................................................................................................................................... 72


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Slow – boring ........................................................................................................................................................... 73 Number of teachers ............................................................................................................................................... 73 Joyful learning ......................................................................................................................................................... 74 Audibility ................................................................................................................................................................... 74 Book centered .......................................................................................................................................................... 74 Age of lecturer ......................................................................................................................................................... 75 Personal development ......................................................................................................................................... 75 Qualified teachers .................................................................................................................................................. 75 Expatriates have very little buy in to GNH .................................................................................................. 76 Teacher preparedness ......................................................................................................................................... 76 Academic pressure ................................................................................................................................................ 76 Curriculum revision .............................................................................................................................................. 77

Teaching Strategies ................................................................................................................................ 77 Interactive Strategies ........................................................................................................................................... 78 Variety ......................................................................................................................................................................... 79 More group discussions ...................................................................................................................................... 80 Visual aid: media, TV, doc, music, poetry, and art. ................................................................................... 81 Visual, auditory, and kinesthetic learning (VAK) ..................................................................................... 81 Scaffolding knowledge ......................................................................................................................................... 82 Fun and Games ........................................................................................................................................................ 82 Humour ...................................................................................................................................................................... 82 Individual attention .............................................................................................................................................. 83 PowerPoint enhancement .................................................................................................................................. 83 Engage students in their learning ................................................................................................................... 83 Learning theory (shy, temperaments) .......................................................................................................... 83 Story telling ............................................................................................................................................................... 83 Hands-‐on activities ................................................................................................................................................ 83 Creating intentional classroom culture ........................................................................................................ 84 Experiences, practical implementation needed ........................................................................................ 84 Hand-‐outs (ineffective) ....................................................................................................................................... 84 Language: power, mindful speech, word selection ................................................................................. 85 Brainstorming .......................................................................................................................................................... 85 Field study sites ...................................................................................................................................................... 85 Repetition: call and response, drills ............................................................................................................... 85 Strategic questioning ............................................................................................................................................ 86 Service learning ...................................................................................................................................................... 86 Independent learning ........................................................................................................................................... 86

GNH Definition ......................................................................................................................................... 86 Vague ........................................................................................................................................................................... 87 Theory / Implementation concrete ................................................................................................................ 88 Curriculum ................................................................................................................................................................ 89 Alignment with Buddhist philosophy ........................................................................................................... 91 Fulfillment of desires, materialistic ............................................................................................................... 92 Interdependence .................................................................................................................................................... 93 Awareness, being awake ..................................................................................................................................... 93 Individual / collective .......................................................................................................................................... 93 Rhetorical jargon, negative attitude .............................................................................................................. 94 GNH standards and indicators ......................................................................................................................... 94 Too restrictive ......................................................................................................................................................... 95 Fulfillment of needs .............................................................................................................................................. 95 GNH tools for assessment ................................................................................................................................... 95 Sustainability ........................................................................................................................................................... 95 Relationships, social gatherings ...................................................................................................................... 96 Rubrics / Affective domain ................................................................................................................................ 96


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Critical Pedagogy/ Banking ................................................................................................................. 96 Lecture style ............................................................................................................................................................. 97 Relevant examples ................................................................................................................................................. 99 Critical Analysis ................................................................................................................................................... 100 Yes / No style of questions .............................................................................................................................. 100 Probing questions ............................................................................................................................................... 101 Co-‐creation of knowledge ................................................................................................................................ 101 Training and workshops .................................................................................................................................. 102 Strategic questions, action syllabus transformation ........................................................................... 102

Mindfulness ........................................................................................................................................... 102 Mind training, mind control ........................................................................................................................... 103 Benefits .................................................................................................................................................................... 103 Integration into classroom .............................................................................................................................. 105 Misconception, vague ........................................................................................................................................ 108 Frequency ............................................................................................................................................................... 110 Personal, hands-‐ on practice .......................................................................................................................... 110 Time constraint .................................................................................................................................................... 110 Religious context / secular .............................................................................................................................. 111

Assessment ............................................................................................................................................ 111 Qualifications ........................................................................................................................................................ 112 Attendance ............................................................................................................................................................. 115 Methods ................................................................................................................................................................... 116 Exams: classrooms ............................................................................................................................................. 116 Multiple intelligences ........................................................................................................................................ 117 Academic driven .................................................................................................................................................. 117 Authentic ................................................................................................................................................................. 117 Assignments – meaningful .............................................................................................................................. 118 Presentations ........................................................................................................................................................ 118 Student learning .................................................................................................................................................. 118 Tools for monitoring .......................................................................................................................................... 119 Accountability ....................................................................................................................................................... 119 Book centered ....................................................................................................................................................... 119 Subjective / objective ........................................................................................................................................ 119 Self – assessment ................................................................................................................................................. 120

Relationships ........................................................................................................................................ 120 Student teacher relationship .......................................................................................................................... 121 (Un) Friendly teachers ...................................................................................................................................... 122 Care ........................................................................................................................................................................... 123 Equality for students and lecturers ............................................................................................................. 123 Personal experiences shared ......................................................................................................................... 123 Shared positive emotions ................................................................................................................................ 124 Encouragement .................................................................................................................................................... 124 Respect .................................................................................................................................................................... 124 Greetings ................................................................................................................................................................. 124 Trust: lacking, support ...................................................................................................................................... 125 Socialization among staff and lecturers .................................................................................................... 125 Helping each other .............................................................................................................................................. 125 Need to cultivate positive peer pressure .................................................................................................. 125 Communication skills of teachers ................................................................................................................ 125

Cultural Preservation ......................................................................................................................... 126 National Dress ...................................................................................................................................................... 126 Language ................................................................................................................................................................. 127 Module and course development ................................................................................................................. 127 More Dzongkha in class .................................................................................................................................... 128


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Use of folklore, story telling ............................................................................................................................ 128 Extracurricular activities ................................................................................................................................. 129

Motivation .............................................................................................................................................. 129 Professional development opportunities ................................................................................................. 129 Attitude .................................................................................................................................................................... 130 Confident / Empowered ................................................................................................................................... 131 Inspiration needed ............................................................................................................................................. 131 Career ladder (top down, nepotism) .......................................................................................................... 132 Assessment / exams .......................................................................................................................................... 132 Encouragement .................................................................................................................................................... 132 Coaching Groups .................................................................................................................................................. 133 Love of learning ................................................................................................................................................... 134 Recognition ............................................................................................................................................................ 134 Support from administration (resource distribution) ........................................................................ 134 Willingness to learn ........................................................................................................................................... 134 Attitude and ethics of lecturers – find plagiarism ................................................................................. 134 Disinterest .............................................................................................................................................................. 134 Fear ........................................................................................................................................................................... 135 No choice in attending college ....................................................................................................................... 135 Perception of work ............................................................................................................................................. 135 Praise ........................................................................................................................................................................ 135

Responsibility / Discipline ............................................................................................................... 136 External ................................................................................................................................................................... 136 Punctuality ............................................................................................................................................................. 136 Role modeling ....................................................................................................................................................... 136 Individual / collective ....................................................................................................................................... 137 Basic goodness ..................................................................................................................................................... 137 Cleanliness ............................................................................................................................................................. 137 Punishment ............................................................................................................................................................ 137 Scolding ................................................................................................................................................................... 137 Strictness ................................................................................................................................................................ 137 Distraction in classes ......................................................................................................................................... 138 Fear ........................................................................................................................................................................... 138

Modernization ...................................................................................................................................... 138 Stress ........................................................................................................................................................................ 139 Contradictions to Buddhism, Buddhist culture, and GNH ................................................................. 139 Success is wealth ................................................................................................................................................. 140 Urban and rural differences, resources ..................................................................................................... 141 Technology ............................................................................................................................................................. 141 Transition to autonomy .................................................................................................................................... 141 Rural to urban opportunities ......................................................................................................................... 142 Happiness of fulfillment of desires .............................................................................................................. 143 Media literacy ....................................................................................................................................................... 143 Corruption .............................................................................................................................................................. 143

Environmental Preservation ........................................................................................................... 143 Volunteer ................................................................................................................................................................ 143 Waste Management ............................................................................................................................................ 144 Green school .......................................................................................................................................................... 145 Experiential Learning ........................................................................................................................................ 146 Needs to be embedded into all modules ................................................................................................... 146 Health Connection .............................................................................................................................................. 146

Community Partnerships .................................................................................................................. 147 Community vitality ............................................................................................................................................. 147 Parent Partnerships ........................................................................................................................................... 147


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Volunteering: helping the community from the students ................................................................. 149 Elderly ...................................................................................................................................................................... 149 Guest speakers ..................................................................................................................................................... 150

Resources ............................................................................................................................................... 150 Limited ..................................................................................................................................................................... 150 Internet .................................................................................................................................................................... 150 Capacity building still needed ........................................................................................................................ 150 Equitable distribution ....................................................................................................................................... 151 Internet courses for students, more skills learning ............................................................................. 151 Soft copies, books ................................................................................................................................................ 152

Structure ................................................................................................................................................. 152 Class size ................................................................................................................................................................. 152 Class duration, too short .................................................................................................................................. 153 Accommodation ................................................................................................................................................... 153 Classroom: seating arrangement, indoors, outdoors .......................................................................... 154 Facility shortage .................................................................................................................................................. 154 Number of modules ............................................................................................................................................ 154 Location of college (remote – Sherubtse) ................................................................................................. 154 Artificial lighting .................................................................................................................................................. 155 Sacred spaces ........................................................................................................................................................ 155 Schedule of classes ............................................................................................................................................. 155

Democracy ............................................................................................................................................. 155 Freedom of expression ..................................................................................................................................... 155 Freedom with responsibility .......................................................................................................................... 155 Gender ...................................................................................................................................................................... 156 Good governance ................................................................................................................................................. 157 Shared decision making ................................................................................................................................... 157 The collective good ............................................................................................................................................. 157 Decentralization .................................................................................................................................................. 157

Management, leadership ................................................................................................................... 158 Transparency needed ........................................................................................................................................ 158 Attitude .................................................................................................................................................................... 158 Change ...................................................................................................................................................................... 158 Planning .................................................................................................................................................................. 158 Regional difference ............................................................................................................................................. 159 Teacher – student marks ................................................................................................................................. 159 Time, not sufficient to lead with quality ................................................................................................... 160

Counseling .............................................................................................................................................. 160 Support for emotional state ............................................................................................................................ 160 Alcohol abuse is concern .................................................................................................................................. 161 Perceptions of substance abuse .................................................................................................................... 161 Stress – faculty support .................................................................................................................................... 161

Time ......................................................................................................................................................... 161 Time management .............................................................................................................................................. 161 Too much to study at one time ...................................................................................................................... 161 Efficiency ................................................................................................................................................................. 161 Too many duties .................................................................................................................................................. 162 Workload too heavy ........................................................................................................................................... 162 Too much to prepare at one time ................................................................................................................. 162

Learning Centre .................................................................................................................................... 162 Extra-‐Curricular Activities ............................................................................................................... 163 Recreational activities ....................................................................................................................................... 163 Sports – recreational and professional / girls to be expanded ....................................................... 163 Music ......................................................................................................................................................................... 164


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Double Degree ...................................................................................................................................... 164

DISCUSSION ................................................................................................................................. 165 Quality of Education ........................................................................................................................... 165 Teaching Strategies ............................................................................................................................. 170 Interactive learning ............................................................................................................................................ 172 Service learning ................................................................................................................................................... 172

Critical Pedagogy ................................................................................................................................. 173 Mindfulness ........................................................................................................................................... 176 Assessment ............................................................................................................................................ 178 Relationships ........................................................................................................................................ 181 Cultural preservation ......................................................................................................................... 183 Motivation .............................................................................................................................................. 183 Responsibility and Self Discipline .................................................................................................. 184 Environmental preservation ........................................................................................................... 186 Community partnership .................................................................................................................... 189 Democracy ............................................................................................................................................. 191 Management and Leadership .......................................................................................................... 192 Learning Center .................................................................................................................................... 193

References ................................................................................................................................... 202 Appendix A (Operations Manual) ........................................................................................ 206 Appendix B (Glossary) ............................................................................................................. 269 Appendix C (Jumpstart Notes: Day 1 and Day 10) .......................................................... 281 Appendix D (Cycle I Interventions) .................................................................................... 292 Appendix E (The Research Writing Manual for PCE Research Team and The Coaching Manual Draft) .......................................................................................................... 298 Appendix F (Schedule of Research Implementation) ................................................... 305


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Abstract

The purpose of this three-year participatory action research (PAR) gap analysis study is to develop

guidelines for all lecturers at the Royal University of Bhutan (RUB) to use in the transformation of

current teaching practices into holistic, Gross National Happiness (GNH) classroom practices and

pedagogies. In addition, the study will be used to develop a MA and PhD program in Holistic

Education at RUB aiding in the attainment of the ultimate goal of a holistic GNH based educational

paradigm for Bhutan.

At the onset of the study, topic guide questions, as part of the Operations Manual (OPM), and a

glossary were developed during a two-week Jumpstart workshop, which began with the examination

of the foundations of critical pedagogy, contemplative education, and the planning and design of the

PAR study.

Thereafter, the Research Team (62 RUB faculty and one consultant from Colorado, US, the Primary

Investigator) traveled to all 10 RUB colleges for data collection. Qualitative data collection methods

included focus group discussions (FG), key informant interviews (KI), class observations (OBS),

meeting notes and research diaries.

This Report details the Baseline Study including the collection and analysis of baseline data, the

identification of gaps between the current and targeted GNH classroom practices and pedagogies and

the development of recommendations to address these identified gaps through Interventions.


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Executive Summary

Development of Gross National Happiness (GNH) in Education

In April of 2012, Prime Minister Jigmi Y. Thinley issued a directive to the UN Council that

Gross National Happiness (GNH) was to be implemented by a government taskforce that would

develop and propose recommendations generated by leaders in Bhutan. The Royal University of

Bhutan (RUB), as the leader in higher education in Bhutan and currently the only institution that

prepares teachers for the public school system, has been given the responsibility to transform current

lecturer teaching practices so that they align with the GNH framework.

This participatory action research gap analysis study is an attempt to inform RUB’s lecturers

and administrators on (a) how to develop GNH classroom practices and pedagogies; and (b) to

provide recommendations for the development of an action plan to transform current teaching

practices to holistic educational practices more aligned with the GNH framework; and (c) to develop a

MA and PhD degree program for those interested in pursuing graduate degrees in education. The

information from this research will inform the operationalization and implementation of RUB’s

institutional programs necessary for the attainment of the ultimate goal, holistic GNH based

educational paradigm for Bhutan.

Study Method: Participatory Action Research Gap Analysis Study

Participatory action research (PAR) is a systematic cyclical method of planning and design,

observation and data collection, actions/interventions, monitoring and evaluation, and critical

reflection and analysis (individual, among research team members, as well as through plenary

sessions) prior to the design and implementation of the next cycle. It is a collaborative method of

testing new ideas, implementing action for change, and learning from the consequences of change.

The ongoing process of the gap analysis in this study involves the identification of gaps

between current classroom practices and pedagogies and those that would foster holistic GNH

education. The purpose of the interventions of the PAR study is to address these identified gaps from

the baseline data.

This PAR study is a lecturer-led process throughout, fully utilizing the local knowledge and

skills of the key stake-holders at RUB (lecturers, students, administrators, and staff) and thereby

encouraging and cultivating local initiative and self-reliance. Participation by the RUB stake-holders

in every part of the study ensures the inclusion of diverse and heterogeneous local knowledge, skills

and resources in the investigation and development and of RUB’s classroom practices and pedagogy.

These contributions also increase the flexibility of the initiative, increase the responsiveness to local

conditions and reduce the chances of mistakes; indeed they often make the difference between the

success or failure of an intervention.

Although a PAR study is more time-consuming than traditional research methods and

development approaches, it leads to changes that are sustained over the long term. PAR is

collaborative: the research team members responsible for the intervention cycles are the ones making


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the changes to their classroom practices and pedagogies. The lecturers of RUB are the researchers

who initiate, implement, and drive the research. They are directly involved in the identification and

analysis of the problems that affect them and in the design of their potential solutions. Because they

have a direct interest in the success of the solutions, they are likely to remain motivated to sustain the

changes in the long run. Furthermore, within the PAR research method itself, principals and values of

GNH such as accountability, responsibility, community vitality, critical thinking and social or civic

action, equanimity, honesty and respect, humility, interdependence, mindfulness and sustainability are

broadly promoted.

At the onset of the study, the two-week Jumpstart workshop began with the examination of

the foundations of critical pedagogy, contemplative education, and the planning and design of the

PAR study. The participants engaged in experiential activities designed to strengthen their

development of the participatory tools and skills necessary for the implementation of the PAR study

and the integration of critical pedagogy and contemplative education in the classroom. The topic

guide questions as part of the Operations Manual (OPM) and a glossary were developed during the

Jumpstart workshop (See Appendix A for the OPM, Appendix B for the glossary and Appendix C for

sample Jumpstart notes). The OPM was used as a manual to guide and organize the study. The OPM

went through 14 different revisions. The revisions were made in response to the learning of the

research team members. The learning included discernment of research skills and terminology,

adjustments in the topic guide questions that led the data collection, and the in depth rigorous analysis

that was required of the data sets.

After the Jumpstart workshop had concluded, the 62 lecturers who formed the research teams

returned to their respective college. The Paro College of Education (PCE) research team, using the

OPM as a guide, practiced for one week (as a “pre-test”) developing their note taking, interview and

analysis skills that were introduced during the jumpstart workshop. The OPM and topic guide

questions significantly changed during the pretest week.

Thereafter, select members of the PCE research team consisting of 2 RUB faculty along with

the primary investigator (PI) and associate research assistant traveled to all other RUB colleges for

data collection. When the traveling PCE research team arrived at the designated college, the research

team from that college joined together to collect data over a two to six day period, depending on the

size of the college. The remainder of the PCE research team continued to collect data at PCE during

the spring semester. Qualitative data collection methods included focus group discussions (FG), key

informant interviews (KI), class observations (OBS), meeting notes, and research diaries.

In May of 2012, the baseline data collection was completed, findings and extensive

discussions on the meaning and analysis of the data were held, six Cycle I interventions were

developed and implemented, the results of the Cycle I interventions were discussed and analyzed and

the research team members then developed the framework for Cycle II interventions to begin in the

Fall of 2012. In addition, drafts of Cycle III and IV interventions were also drafted.


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Participatory processes require investments of time and specific resources. Expert facilitation

and clear objectives are needed to avoid chaotic meetings and a general loss of direction for the

initiative. There were times when the necessary resources were not available or the relevant activities

were not foreseen in the original plan of the GNH PAR study. In this case, creativity and managerial

initiative were necessary.

The GNH PAR study required a continued commitment and actual results took a while to

appear. This process can tax the patience of administrators, managers, staff and lecturers alike and

may discourage people from undertaking the lengthy participatory processes. Time and resource

investments were and are still required to reach a good level of communication between the lecturers

and the RUB administration, also involved in the study. Some compromises were and may still need

to be made. For example, the research team leader will, in all likelihood, need greatly reduced

teaching loads to enable him/her to devote the necessary time for effective research study monitoring

and evaluation processes. These processes are of great importance to ensure quality and motivation

among lecturers at the Paro College of Education (PCE), the hub of the GNH PAR study. In addition,

research team members will need time to meet together regularly in order to increase their research

skills and knowledge, to generate innovative interventions that impact, and to implement the

interventions with consistency and intention to reduce the identified gaps in the baseline study.

Participation requires time, effort, additional resources, and sociopolitical sensitivity.

However, the rewards, in terms of the sustainability of project interventions, local empowerment and

promotion of GNH processes, more than compensate for the potential costs and potential frustrations

encountered.

Identified Gaps

The initial phase of the GNH PAR study began in February 2012 with the objective of

identifying gaps between current classroom practices and pedagogies and those that would foster

holistic GNH education. The outcome of this baseline research identified the following major gaps:

1. There is no consistent definition of what constitutes a holistic GNH classroom practice and

pedagogy among lecturers, administrators, and students within and among RUB colleges.

2. Current classroom practices align more with the traditional Euro-Indian methods of

education, which are teacher narrated, lecture based, and teacher directed. This is in

contrast to a holistic education classroom based upon participatory teaching strategies,

which are learner directed and include mindfulness practices and critical pedagogy.

3. There is little consistency of what constitutes mindfulness practice for the classroom and

how mindfulness practice inculcates holistic educational paradigms. The research team

holds the assumption that mindfulness development is part of a GNH holistic education.

4. The current assessment practices are primarily based upon competitive forms of exams and

quizzes rather than authentic assessment models, which align significantly more with a

GNH holistic education model.


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5. Lecturers within and among colleges teach and learn in isolation rather than as a

professional community of learners. The civic vitality and holistic foundation of RUB is

dependent upon the development of an intentional and collaborative community of lecturers

at the college level.

6. There is a balance missing between lecturers’ concerns for their own semester plans and that

of the entire student journey. GNH education requires attention to the whole RUB four-year

journey and the development of the students’ human potential rather than focusing on each

module isolated from other modules and merely training students to become qualified for a

specific job.

7. The modules and semester plans are merely content based rather than including content, GNH

principles and values, and mindfulness or the development of awakening/awareness infused

together and taught holistically.

8. Cultural preservation is typically limited to national language, dress, song, and dance. A

GNH holistic educational paradigm would infuse the Bhutanese culture within the content

areas and individual module semester plans.

9. Environmental awareness and preservation efforts are based primarily upon a one-time

activity rather than as a paradigm for students and lecturers to teach through i.e. permeating

within the content areas, individual module semester plans, and the whole student journey.

10. Self-initiated motivation of the lecturers to develop change and move towards a GNH

classroom practice and pedagogy is low.

Recommendations

Assumptions Derived from the Collected Data

Education can reflect the values and beliefs of society and individuals if done with attention,

intention and the right attitude. These three ingredients are critical and need to be at the forefront of

any attempt to bring about educational change. A GNH education offers opportunity for everyone to

achieve their full potential and develop moral, well-rounded individuals. Although school attendance

contributes to an individual education, the whole educational journey of an individual happens

collectively in school and at home and throughout society.

The lecturers are invariably at the forefront of any plans to implement educational change.

The baseline data analysis of current classroom practice and pedagogy suggests that lecturers deliver

information and content by depositing a body of knowledge and skills to their students. In contrast,

lecturers in a holistic GNH classroom will develop and use a wider set of professional qualities that

recognize the social and cultural lives of their students. Students bring with them important ideas,

experiences, interests and concerns that should provide the raw material for learning. The holistic

classroom works with the notion of student-centeredness. The baseline data suggests that currently in

RUB classrooms we find students sitting uneasily with the dominant notion that lecturers are there to


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guide students through a series of tasks and assessments. Although GNH knowledge, skills and

qualities are harder to test and measure, they should not be overlooked.

Education should be much more than preparation for national tests or a passing grade.

Holistic education develops (a) a range of collaborative skills such as teamwork and communication

skills; (b) qualities found in GNH values and principles such as resilience, self-discipline, and

empathy; (c) knowledge in literacy and numeracy; (d) the conscious of the learner and teacher; and (e)

abilities that young people will need for the future. College classrooms should be arranged to make

learning more relevant and engaging for young people, with students at the center of their own

learning, providing a mix of experiential, service, and theoretical learning. Therefore learning must

take place beyond the classroom setting engaging the student and lecturer in the wider community.

GNH holistic education highlights the importance of empowering young people to do good

within their communities and to learn how they can change society for the better. If RUB’s education

system can prepare young people in this way, the benefits to society, civic health, sustainable living,

and the psychological and over all well-being of the individual and their communities will be

considerable. By enhancing young people’s sense of agency and teaching them self-awareness and

compassion, the lecturers at RUB can help them to understand and tackle the problems they face in

today’s world. Young people today face many challenges: increasingly segmented communities,

disintegration of the extended family, a capitalistic world economy, and global climate change. By

teaching young people the value of compassion, collaboration, and informed action moving toward

social justice, the lecturers at RUB can encourage them to look both inward and outward to develop

relationships with people in the local, national and global community. An RUB education can support

the growth and development of a strong productive workforce steeped in dignity and integrity, a

generation that understands the importance of community life, and an education system based on

GNH values and principles that develop well-rounded, capable individuals cultivating the harmonious

and happy Bhutan one can envision.

Gap Recommendations

1. Identified Gap: There is no consistent definition of what a holistic GNH classroom practice and

pedagogy is among lecturers, administrators, and students within and between RUB colleges.

Recommendation: To develop a working definition of holistic GNH education, classroom practices,

and pedagogies for administrators, lecturers, and students to use as a guide developing a GNH

classroom. This will culminate in a GNH definition for RUB to use for years to come. A working

definition was developed during the Cycle I intervention. (See Appendix D for Cycle I interventions

report). The working definition states:

A GNH classroom embodies an intentional culture promoting holistic development and righteous attitude. The co-creation of knowledge, a love of learning and curiosity through the democratization of the student-teacher relationship is at the foundation of our classrooms. Lecturers and students use a contemplative critical pedagogy upholding collective responsibility and mindful action for learning, and for the protection of nature and culture.


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2. Identified Gap: Current classroom practices align more with the traditional Euro-Indian methods of

education which are teacher narrated, lecture based, and teacher directed. This is in contrast to a

holistic education classroom based upon participatory teaching strategies, which are learner directed

and include mindfulness practices and critical pedagogy.

Recommendation: To develop teaching strategies and pedagogies that align more with a holistic

GNH education system. This includes teaching strategies and pedagogies that are based upon

participatory teaching strategies, learner directed classrooms, mindfulness practice in the classrooms,

and the foundations of critical pedagogy infused in lecturer teaching. A teaching strategy handbook

with 52 participatory teaching strategies, workshops on participatory teaching strategies for lecturers,

and professional development learning communities called coaching groups are three of key

interventions to address this gap.

3. Identified Gap: There is little consistency of what constitutes mindfulness practice for the

classroom and how mindfulness practice inculcates holistic educational paradigms. The research team

holds the assumption that mindfulness development is part of a GNH holistic education.

Recommendation: To develop a mindfulness manual that will support the lecturer to make use of

mindfulness practices in the classroom. To bring training to lecturers into each of the colleges that

supports the inculcation of mindfulness into the pedagogy of the classroom.

4. Identified Gap: The current assessment practices are primarily based upon competitive forms of

exams and quizzes rather than authentic assessment models which align more with a GNH holistic

education model.

Recommendation: To develop a variety of authentic assessment tools based upon the coaching

group’s, i.e., the professional development learning community’s data during the fall 2012 semester at

PCE. These coaching groups are focused on identifying and developing authentic tools to observe and

assess how students learn. Over the next three years RUB should shift the assessment of students from

a weight of 60% to 100% of the total student evaluation based upon exams and quizzes to a weight of

no more than 10% of the student total evaluation based upon exams and quizzes. It is recommended

that the winter session 2012 is dedicated to increase the knowledge and skills of authentic assessment

to the research team members at PCE and SCE as well as any other research team member interested

from the other eight RUB colleges. During the workshop an action plan for shifting assessment tools

will be developed and during the spring 2013 semester a shift in assessment should start at PCE and

SCE.


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5. Identified Gap: Lecturers within and among colleges teach in isolation rather than as a community

of learners. The civic vitality and holistic foundation of RUB is dependent upon the development of

an intentional and collaborative community of lecturers at the college level.

Recommendation: Lecturers within and among colleges set up a disciplined systematic

collaboration among lecturers by developing a lecturer community of learners as role models for their

students. This initiative is being addressed through college specific professional development

initiatives (a) coaching group(s); (b) lecturer retreats for the cultivation of a mindful learning

institution; (c) and an annual summit for lecturers to participate in Bhutan’s cultural uniqueness and

general professional development workshops. It is recommended that coaching groups for

professional development are started at PCE during the Fall 2012 semester and continue throughout

the research. Additional colleges are training by PCE lecturers on coaching groups during future

intervention cycles. (See Appendix E for the first draft of a coaching manual for lecturers).

6. Identified Gap: There is a balance missing between lecturers’ concerns for their own semester

plans and that of the entire student journey. GNH education requires attention to the whole and the

development of the students’ human potential rather than merely training students to become qualified

for a specific job.

Recommendation: The development of an overall structure and plan for each student entering a

RUB college, articulating how the student journey will support the growth and development of (a) the

skills and knowledge needed to be a person who studies, a serious and mindful student; (b) a strong

productive contributor to Bhutan steeped in dignity and integrity; (c) one who understands the

importance of community life; and (d) an educational journey based upon GNH values and principles

that will support the development of a well-rounded, capable individual cultivating the harmonious

and happiness of Bhutan. To do this it is recommended that a module or part of a first year module

includes skills such as goal setting, identifying learning styles, personal strength identification, and

other skills necessary for developing good student patterns of behavior. In addition, upon entering a

RUB college each student should develops a plan for the student journey that outlines (a) student

learning objectives and outcomes that align with RUB overall mission goals, degree sought, and GNH

values and principles; and (b) the assessment plan to measure how the student met RUB overall

mission goals, degree sought, and GNH values and principles. Individual semester plans should

include participatory teaching strategies, strategic questions, and assessment tolls that are associated

with each daily class that informs the student journey.

In addition, the research team recommends and has developed a four year tiered plan to

emphasize the four pillars of GNH. For the first year all students in groups of 10-12 students in their

second semester will take a one-week cultural experiential journey and engage in a cultural historical

experience in Bhutan. For instance a group of student may live with a nomadic or semi-nomadic

family helping and serving the family in their daily lives and work. This supports the pillar of


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preservation and promotion of cultural and spiritual heritage providing students an authentic learning

experience about the value of nature-based communities and their contributions to the overall society.

In the second year second semester, a groups of students will go to the back-country or wilderness

areas of Bhutan learning the flora and fauna, how to leave no trace behind, and falling in love with

nature. This second year supports the conservation of the environment. The third year is a one-week

mindfulness retreat for students and lecturers in a local monastery nurturing the development of GNH

principles and values in support of a sustainable society. The final year students engage in local

leadership projects practicing good governance in real world projects applying their new knowledge

and skills with lecturers and community partnerships as their mentors and teachers.

7. Identified Gap: The modules and semester plans are merely content based rather than including

and integrating content, GNH principles and values, and mindfulness or the development of

awakening/awareness infused together and taught holistically.

Recommendation: Module development and semester plans will need to clearly address student

learning outcomes and assessments that align with GNH values and principles and content subject

outcomes so that both lecturers and students are aware of the expectations and work needed to

successfully complete the degree program. The research team recommends the knowledge and skills

of lecturer’s in the areas of critical pedagogy and contemplative education should be further

developed through hands on workshops and semester plan development. .

8. Identified Gap: Cultural preservation is typically limited to national language, dress, song, and

dance. A GNH holistic educational paradigm would infuse the values of the Bhutanese culture within

the content areas and individual module semester plans.

Recommendation: The cultural aspects of Bhutan needed to be embedded into curriculum rather

than be outside of the subject content held in co-curricular activities. Teams at each college should be

developed to help infuse cultural history into the subject content. In addition, the recommendation for

the first year students to visit and live with a nomadic or semi-nomadic family can be part of this

development. The students will learn the life style of the nature-based populations of Bhutan.

Currently the nomadic and semi-nomadic populations are decreasing as young people go away from

the family to attend school. Through the baseline data collection process the research team members

heard lecturers and students talk about the nomadic and semi-nomadic populations as a “lesser-than”

population; a population not knowing as much as those who are more integrated in the modern and

becoming dominate culture. Having students become aware of an ancient Bhutanese cultural way of

life through genuine first hand experiences can positively affect attitudes about the subject matter that

is being taught. Learning by experience is intrinsically motivating, is better remembered, and the

skills learned are retained longer than in a classroom setting.


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9. Identified Gap: Environmental awareness and conservation efforts are based primarily upon a one-

time activity rather than as a paradigm for students and lecturers and infused within the content areas,

individual module semester plans, and the whole student journey.

Recommendation: To bring environmental practices as a daily practice to college campuses and

classroom practices RUB will need to include environmental awareness and practices into module

development, student learning outcomes, and assessments. Environmental practices such as

recycling, reducing, and reusing; leaving no trace behind; school campus gardens, regulations such as

no plastic bottled water on campus, the reduction of processed packaged food, reuse of text books and

classroom readings, environmental groups participating in current environmental issues of Bhutan as

part of the learning center expanding homework and curriculum collaboration, the expansion of

experiential learning in the outdoors, and alternative power sources for the college to function on are

recommended. Training to infuse environmental knowledge and awareness into module development

for lecturers is necessary as well as the increase of lecturer environmental knowledge and awareness.

International working groups such as National Outdoor Leadership School can help facilitate the

training for lectures and train RUB personal to guide students and lecturers in the wilderness of

Bhutan as part of the overall RUB journey.

10: Identified Gap: Self-initiated motivation of the lecturers to develop change and move towards a

GNH classroom practice and pedagogy is low.

Recommendation: The recognition of lecturer contribution to the college, student learning, and

Bhutan needs to be heightened and systematically developed. This involves website exposure of

lecturers, publishing and research opportunities, financial incentives, and weekly announcements on

individual college campuses –visual and auditory.

Priority Recommendations: Short, Intermediate and Long Term

Addressing the themes and patterns that were identified during the baseline study and keeping

in mind that RUB desires to develop a program unique for students and lecturers infused with GNH,

the following ideas have been developed as the key recommendations.

Short-Term Recommendations:

1. To implement interventions in the fall 2012 and spring 2013 semester with all lecturers at Paro

Teachers College. Bring in lecturers at Samtse Teachers College for some of the lecturer

development and training.

a. The assumption that there will be a minimum of one lecturer assigned as the research team

leader, currently Jambay Lhamo (RTL), a minimum of six additional research team members, and

the Dean of Research coordinating interventions with the primary investigator, collecting data on

an on-going basis, and attending to the interventions on a weekly basis. (Total of 8 core research

team members). The RTL will need release time to be able to give the necessary time to the

research and interventions to ensure quality change and sustainability.


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b. The RTL will need to be available between 24-26 hours a week to coordinate and lead the

research alongside collecting, analyzing, and developing further interventions.

c. The interventions include:

i. The development of professional learning communities - coaching groups - with all

lecturers focused on student learning, teaching strategies, and assessment tools.

ii. Semester plan transformation to include 10-15 participatory teaching strategies per

semester and a strategic questions for each class session focused on the content.

iii. Development of a Mindfulness Manual that all lecturers at all colleges can use as a

guide to infuse mindfulness practice into their daily classroom practices

iv. Development of a Teaching Strategy Handbook that includes at least 52 participatory

teaching strategies

v. Continued development of the Coaching Group Manual for professional

development.

vi. Survey data collection on Mindfulness practice at PCE and SCE

vii. Service-learning pilot at PCE with GNH Seed Schools in Paro (Agreement between

RUB and REC).

viii. Continued data collection through direct classroom observations, focus group

discussions, key informant interviews, and meeting notes throughout the semester

monitoring and evaluating the interventions listed above.

2. To work closely with research teams from other colleges during the winter and summer sessions of

January-February 2013 and July 2013 to increase lecturer capacity for research and to prepare for

educational interventions during the fall semester 2013.

a. The winter January – February 2013 session will focus on authentic assessment and

professional learning communities or coaching groups.

b. Research team leaders throughout the colleges will need to have release time to attend

workshops for success implementation.

Intermediate Recommendations

1. Change the weight of assessment tools inculcating each module with authentic assessment tools to

make up a minimum of 70% of the grade. This leaves no more than 30% of any grade based upon

texts or quizzes. Eventually moving the test and quiz percentage to 10% by the fall semester 2014.

2. Implement Service-learning as a teaching strategy and assessment tool in all 10 colleges. (Based

upon the results from the Fall 2012 pilot at PCE).

3. Continue to strengthen coaching groups as on-going professional development for all lecturers

throughout the 10 RUB colleges,

4. Design and implement a four-pillar student journey. Fall 2013 implement at Paro Teachers

College, Fall 2014 implement in all 10 colleges. The four-pillar journey is to include:


21

a. First year second semester one-week stay with nomadic or semi-nomadic families learning

about their way of life and contribution to Bhutanese culture.

i. Each student stays for seven nights with a nomadic or semi-nomadic family learning

the daily patterns of behavior of the nomadic way of life, contributing through

service to the family, and learning about the nature based populations that have

inhabited Bhutan for centuries. (or an equivalent cultural week-long experience such

as with weaving cooperatives)

ii. Students are expected to infuse their learning into their writing and reflections

throughout the fall semester modules. Lecturers are expected to incorporate lessons

from the cultural experience into their subject content.

b. Second year second semester one-week environmental learning retreat. Students in the

second year second semester will trek, river run, backpack, or mountaineer in the back

country of Bhutan for seven overnights to learn how to:

i. Fall in love with the Bhutanese natural environment

ii. Identify flora and fauna

iii.Leave no trace behind ethics

iv. Learn the interdependence of their daily life’s actions and the ecosystem, which is

impacted

v. Balance development and the sacred space the natural environment provides for the

people to sustain

vi. Environmental sustainability – taking a look at the impact of development such as

the eco-tourism industry, hydro electric dams, commercial agriculture, and the

construction of tourist lodges on the environment and how to balance between

environmental harmony and development.

c. Third year second semester one-week mindfulness retreat.

i. Students in the third year travel together to a near-by monastery for a one-week

mindfulness retreat. Each day students engage in mindfulness practice, learn about the

benefits of mindful living as a student, as a citizen, and as a human being.

d. Fourth year students spend one week in leadership roles in their local communities.

i. Each student is placed in a group and take on a leadership role in the local

community. This is a creative process whereby the students are contributing to the

sustainability, innovations, and human relationships necessary to uphold a harmonious

Bhutanese culture. Examples include ideas such as the development of recycling

centers, local community radio programs, story hours for young children in the local

town, local library development, cultural visual and performing arts centres, lecture

series for the public, family weekend events based in the community.

Long Term Recommendations


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1. In-coming lecturers at RUB will be mandated to take a foundational course in

contemplative critical pedagogy (If not already taken in their prior formal schooling) in their

first year of teaching;

Development of a first year student module that includes foundations of contemplative critical

pedagogy and the skills necessary to be a successful student;

2. Increase the capacity of lecturers at RUB in research knowledge, skills, and opportunity.

3. Increase the capacity of lecturers in professional learning communities – coaching groups-

utilizing the immense intelligence the lecturers bring to the college;

4. Transform the examination based system of qualifications for college entrance

5. Develop a MA and PhD degree program in Holistic GNH Education providing a teacher

education program that aligns with GNH education for teachers within Bhutan as well as

teachers from the international educational community; and

6. To develop a unique quality driven undergraduate student journey at RUB that students could

not access in other colleges around the world. This would mean that the unique elements of

Bhutan’s natural environment; spiritual essentials; cultural patterns of behavior; and the

harmonious interdependence between culture, development, modernization, and nature are

studied and lived for four years throughout all subject areas.

The GNH PAR study was grounded in an approach on dialogue, mutuality, reciprocity, and

respect for each other’s ideas, and openness to a dialectical challenge use the challenges that emerge

through the PAR process as central to knowledge creation. This participatory approach acknowledges

the ways in which our own life experiences have shaped the ideas that we share in this study, the

vignettes give insight into critical moments, which have influenced the researcher and the findings.

The process called for collective action for education change moving toward a sustainable model of

education infused with GNH values and principles.

“The human being is essentially a holistic being who lives in integrated totalities. When the

human being is forced to lead a fragmented life, he/she shrinks, is frustrated, diminished….”

(Skolimowski, 1994, p. 91). The GNH PAR study has brought the argument forward that in order to

change we have to change the way we think and the way we view that what we want to change. The

nature of our mind is the nature of our knowledge and therefore the nature of our reality. The way we

see the world impacts the way we act in it. This is the basis for our recommendations to develop and

create a GNH classroom practice and pedagogy. The way we want people to act in the world should

be the basis of the educational paradigm. Given this assumption, this study has attempted to gather

rooted values and principles of the lecturers, students, and administrators at RUB. Analyze them and

make recommendations for change to support the development of a GNH classroom practice and

pedagogy.

Throughout the colleges, lecturers, students, administrators have stated that Bhutan has not

been colonized. However if we critically examine the education system we see that the main


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language spoken is English, the system is set up as a Euro-Indian school system, there exists a lot of

competition within the system, and the fragmentation which comes from this system is different than

the Buddhist philosophy of interconnectedness and mutual reciprocity. (See Appendix F, Schedule of

Research Implementation).

Conclusion

Prime Minster Lyonpo Jigme Thinley of Bhutan states, “Gross National Happiness is based

on the belief that the purpose of development and the role of the state is to create conditions within

which people can pursue and find what they aspire to most in life – happiness. It is a holistic

development paradigm to make human society resilient. It motivates an individual and society to

consciously balance material wants with spiritual growth wherein the needs of the body and those of

the mind are addressed in equal measure within a stable and sustainable environment” (April, 2012,

speech at the UN, NY).

The leaders of Bhutan clearly understand how schools and colleges impact society. A critical

understanding and engagement with the quality of society and its relationship to the reproduction

within schools and colleges is essential. This GNH PAR study has begun this path of critical

understanding and engagement by identifying the gaps between what currently happens in RUB

classrooms and what types of changes are needed to in order to support an intentional GNH culture. A

central element of a GNH holistic classroom is to become acquainted with life’s mysteries of learning,

to engage in the world of creativity and imagination, and to learn to serve self and others in the search

of meaning and purpose. Embracing the GNH principle of interdependence, holistic education seeks

to bring interconnectedness into the classroom supporting and teaching with the GNH values of

compassion and loving kindness. Holistic education seeks to provide opportunities so that students

can practice to be kinder to others, more loving and compassionate, and to grow up with more

universal responsibility. To teach for GNH is "…to teach so that the young may be awakened to the

joy of working for transformation in the smallest places, so that they may become healers and change

their worlds” (Greene, 1998, p. xlv).

Zen master, poet, and peace and human rights activist, Thich Nhat Hanh, (1998) spoke about

a man and a horse galloping quickly down the road when someone along the side of the road shouts

“Where are you going?” and the man on the horse replies, “I don’t know! Ask the horse!” Perhaps

the story can offer symbolism to RUB during the GNH PAR research journey. The story representing

the habitual patterns or habitual routines which RUB lecturers and management govern and the

journey is to awaken the rider. The GNH PAR study is an attempt to awaken the community at RUB

through inquiry, analysis, discussion, and action. The three-year time frame of the GNH PAR study

can be symbolically thought of as rites of passage with three steps. Van Gennep (1920) names these

three steps sequentially as separation, threshold experience, and incorporation. Separation is to move

away from the familiar landscape of the social territory we created and take part in the day to day

while delving into the unfamiliar. This step correlates to the data collection and the deep listening,


24

contemplating, and awakening required of the research teams. The threshold experience is the time to

jump into the unknown. This time can be, and often is, a chaotic and transformative period. This step

refers to the intervention cycles, introducing new ways for lecturers to be and hold their classrooms.

Incorporation is a time of healing, shifting, and making whole again. This step refers to the last part

of the GNH PAR study where the final guideline document on GNH pedagogy and classroom

practices is completed, as well as the modules for the MA and PhD programs for a GNH holistic

education. The GNH PAR study was, and is, an opportunity for RUB to take a plunge, entering the

world of not knowing. In any growth this step is essential to break from the “factory bells” of routine.

A topic guide for investigation emerged for the GNH PAR study developed from the above

concepts. The research team began the investigation by asking students, lecturers, and administrators

throughout RUB, questions such as: What would a classroom and an education system really look like

that is steeped in GNH? What gifts, knowledge, and skills would you want the students to leave RUB

with? When people find out that a person has graduated from RUB, what is the first thought that you

would want to come to them? What does a RUB education mean? (Topic guide is part of the

Operations Manual Appendix A).

The GNH PAR study was grounded in an approach based on dialogue, mutuality, reciprocity,

respect for each other’s ideas, and openness to a dialectical challenge utilizing obstacles central to

knowledge creation. This participatory approach acknowledged ways in which our own life

experiences have shaped the ideas that we share in this study, as well as the vignettes that give insight

into critical moments that influenced the researcher and the findings.

PAR, the study’s methodology, is based on human inquiry, exploring and making sense of

human action, personal experience, and thought. This GNH PAR process was a way of building

knowledge through action on that understanding. One of the fundamental assumptions of the GNH

PAR study is the worth of everyone’s contribution and voice. Furthermore, a critique of one’s own

thinking and perceptions of the world is fundamental during the analysis process. Developing an

approach of inner inquiry to research stirs up the “taken-for-grantedness” of our everyday life and

routine. Attitudes that are common sense may no longer make sense; the research team began to see

below the surface level assumptions that often distract current classroom practices and

pedagogies. One such assumption heard throughout many of the colleges by all three of the

respondent categories was that Bhutan had not been colonized. During the focus group discussions

and interviews, lecturers and students dove deeper into the conversation and asked critical questions

such as: Why is English the language used in schools? Where and when did this start? How did the

Bhutanese formal school system start? How did the heavy influence from India on Bhutan’s education

system affect India’s school system and is this influence something to maintain and follow or to

transform into an intentional way of learning and teaching in Bhutan?

Concepts from Holistic educators, such as Krishnamurti, Pestazolli, Montessori, Thoreau,

Frobel, Friere, Thich Nhat Hanh, Dewey, Shinichi Hisamatsu, Toshihiko Izutsu and Illich; were


25

investigated and discussed, helping to articulate many of the patterns and themes that arose from the

data sets. When the research team critically examined the RUB education system, the research team

found that the dominant language is English, education system is set up as a Euro-Indian school

system, and the rigidness and fragmentation identified within RUB came from this system rather than

the Buddhist philosophy of interconnectedness and mutual reciprocity. “The human being is

essentially a holistic being who lives in integrated totalities. When the human being is forced to lead

a fragmented life, he/she shrinks, is frustrated, diminished….” (Skolimowski, 1994, p. 91).

The charge of this study is to develop a classroom practice and pedagogy for lecturers that

align with GNH values and principles. A RUB education is not worth a great deal if it teaches young

people how to make a living but not how to make a life. Therefore, the research team has tried to

develop interventions so that “the organization of human communities and the establishment of

freedom and peace are not only intellectual achievements but spiritual and moral achievements as

well, demanding a cherishing of the wholeness of the human personality”. (Illich, 1971).

During the baseline data collection round, it became clear to the research team that the

banking method of education was the most common method of pedagogy used in the classrooms

throughout RUB. A GNH holistic education pedagogy and classroom practice would require the

classroom pedagogy and practice to shift from a banking model, one where the lecturers are talking in

front of the class and the words are being deposited into the student to a more generative and/or

transformative model. The generative is a more hands-on approach to learning. The communication

between lecturer and student flows in several directions and thus many more questions arise and elicit

responses to the learning. Since the lecturer and learners learn more closely together, they generate or

co-create knowledge. It is still limited because the real work is outside the classroom window, out in

the world. The transformative model is where the learner and lecturer get out into the real world and

participate in existing issues and activities within the community, thus gaining a realistic picture and

experience to use as part of the learning process. In the transformative model the lecturer is a partner

in the learning process. This last pedagogical approach has education situated in solidifying the

values of solidarity, social responsibility and vitality, creativity, and self-discipline within the service

of the common good; critical spirit through contemplative self-reflection and informed action are

central.

The research team believes creating a positive classroom environment is one of the most effective

ways to improve behavior and learning for academics and for the psychological, social, and emotional

well-being of the students. From the data, the research team deduced that four essential qualities

should exist in the classroom:

• Students need to feel included and appreciated by peers and lecturers.

• Students are respected for their different abilities, cultures (family histories), gender, interests

and dreams.


26

• Students are actively involved in their own learning.

• Students have positive expectations that have been articulated from the lecturers that they will

succeed. The lecturers are there to support their success as a learner.

For this to happen, agreements between lecturers and students need to be made at the onset of each

semester. Lecturers and students agree to attentively and actively listen to each other. Lecturers and

students agree to: (a) there will be no insults, (b) there is mutual respect between lecturers and

students, and (c) all students have the right to pass with honors and dignity.

These agreements require the development of collaborative skills where students help each

other with work on tasks, homework, and classroom learning. Throughout the semester students are

guided by the lecturers to learn how to set and monitor their goals. During the study the research

team found few students who were able to articulate any semester long goals other than to pass their

classes. Students are given support from lecturers to monitor and assess the progress of student goals

during class time. At the end of the semester there is a celebration of achievements in class.

With a generative and/or transformative learning system, self-responsible behavior is

embedded in the structure as lecturers use best teaching practice methods based upon brain-

compatible learning, multiple intelligences, cooperative learning and social development research.

The lecturers and administrators at RUB also work together in supportive groups, referred to as

coaching groups, so they too enjoy the participatory democratic process and creative collegiality.

Creating and developing an intentional school culture where the college environment provides

a sense of belonging, support, connection to others and to ideas and values that make young lives

meaningful and significant, is part of a GNH pedagogy. This is essential for a GNH holistic education.

Each classroom should be a complete community. A GNH holistic classroom has a shared vision,

realistic goals for achievement and development, and offers a caring way for students and lecturers to

be and learn together (Dewey, 1916; Shor, 1992).

RUB needs to shift from a deficit-focused system based upon the Euro-India educational

system. This means challenging those in the college to be strength-focused on students’ development

within their interests, ways of learning, gifts and humanity. Holistic GNH education recognizes that

the body, mind and brain operate in a dynamic unity (Pert, 1997; Wolfe, 2001). This means that no

longer can the body-mind-brain unity be ignored as a path to academic achievement for that of filling

students’ brains with concepts and information is not enough.

The research team has yet to find a piece of authentic research that proves filling students’

brains with concepts and information is how the human brain learns best. The research read by the

research team shows over and over again that cognitive information becomes meaningful and lifelong

when united with application and experience (Benard, 2004, Dewey, 1998). Not only has research

shown this, the data from significant numbers of students, lecturers and administrators at RUB, have

stated this.

The research team recommends that GNH classroom practices include cooperative learning


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methods, active group inquiry, problem posing, and participatory action research as methods for

learning. Perhaps more importantly than anything else for school reform is lecturers’ onsite

professional development. With their peers, lecturers learn in on-going professional learning

communities referred to as coaching groups. The coaching groups share information and skills about

cognitive theory, assessment of student learning, collaborative group structures, students’

developmental needs and how to create supportive socially competent classroom environments. Social

competence includes flexibility, empathy and compassion, self-efficacy, self-awareness, caring,

communication skills, and other GNH principle and values (Johnson, Johnson, & Smith, 1995).

The research team believes it is the daily culture of the school is the primary factor that

supports students’ holistic development and academic learning. It is not the curriculum as curriculum

changes over time. RUB colleges’ classrooms as well as the other spaces on campus must establish a

caring strength-focused culture that nurtures resilience in all students and lecturers.

Caring relationships convey compassion, understanding and respect (Friere, 2004; Shor,

1992). They are grounded in active listening and establish basic trust. Positive high expectations

communicate the guidance, structure, challenge, and moreover a belief in the student’s ability.

Classroom learning should provide opportunities, inside and outside the physical classroom, for

meaningful participation, social competence, leadership, critical thinking and problem solving skills,

and contribution to the community (Capra, 1997, 2004). In this way, the students and lecturers can

support humanity’s basic needs for love and belonging, for respect, for involvement, power and

purpose. A sense of purpose includes the ability to set goals, educational aspirations, optimism in their

local and global community, meaning, and spiritual connectedness (Bruner, 1996; Miller, 1990).

RUB must be ambitious to fulfill its desire to become holistic and infuse GNH values and

principles. This ambition must be fulfilled systematically engaging the lectures, administrators, and

students to work together as a learning community; dedicated to the changes necessary to

intentionally develop a caring, supportive, participatory and positive learning environment. This

report is an attempt to develop the interventions that will help lead to the development of GNH

classroom practices and pedagogies, as well as MA and PhD graduate degree programs offered from

RUB. If successful, RUB will be unique in the world by offering a program that supports the overall

GNH national framework. The programs will serve to contribute to the attainment of Millennium

Development Goals by providing concrete teaching and learning practices for educational

transformation.

Currently RUB places the onus for failure to achieve academic credentials on the individual

rather than the system. There are mandates to teach certain subjects and have established standards

based on texts applicable to the subject. If RUB wants to be a GNH college, GNH pedagogy and

curriculum that facilitates and meets the GNH standards and indicators must be developed and

funded. Currently, rewards for those who perform well on high-stakes tests tend to be unequal.

Curriculum standards presuppose students’ possession of cultural capital, an acquisition that entails


28

being reared in that genre. Education cannot forgo either authority or tradition, however authority

must be earned rather than assumed and the transmission of tradition needs to be critical and

experiential rather than blindly followed. Using student knowledge as the object of rigorous study can

bring a closer relationship between student, teacher and subject matter.

A GNH college goes beyond a career conduit. It will take some convincing and hard work to

understand holistic education is the best way for students to become compassionate, productive, and

contributing and responsible citizens. The forefront of a GNH holistic education is to offer a genuine

education enabling social change and widening students’ possibilities in life. Instruction should

include more than knowledge to be credentialed. Instruction should support the “intellectual exertion

and the development of a poetic and divine life” (Thoreau, 1849). Without the notion and idealism of

developing the impossible, there is little chance for transformation toward GNH education. For a

GNH holistic education to become fulfilled, this GNH PAR analysis and intervention is essential and

timely.


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Introduction

Historical Context and Background In the 1972, the 4th King of Bhutan, His Majesty Jigme Singye Wangchuck, developed an

approach to modernization, the objective of which he called “Gross National Happiness” (GNH). This

framework, based upon the premise that the happiness of the people should be a guiding principle in

the development of this formerly closed society, acknowledges that the spiritual and emotional

development of the people is as important to the country as the promotion and development of

material accumulation and modern comfort. The pursuit of GNH currently guides all economic and

social policies in Bhutan.

In 2009, the 5th King of Bhutan, Jigme Khesar Namgyel Wangchuck, asked the government

and the people to address the need to reform the educational system. His goal was to transform the

current British-Indian based school structure into a more holistic educational system in line with the

principles of GNH. Holistic education, based upon the premise that each person finds identity,

meaning, and purpose in life through connections to the community, the natural world, and

humanitarian values such as compassion, interdependence, and trust aligns well with basic Bhutanese

principles.

The Project

The Royal University of Bhutan (RUB) has undertaken a participatory action research study

(PAR). The research team includes 62 lecturers from RUB and a primary investigator from Colorado,

US. This study seeks to identify the most deeply rooted values among the lecturers at RUB and the

disparity between these values and current educational practices. The GNH PART study aims to

identify foundational elements of a holistic education system dedicated to GNH, the gaps in current

classroom practice of RUB, as well as develop ways to bridge the identified gaps and thereby create a

holistic GNH educational classroom practice and pedagogy. The results of the investigation will

inform and guide the transformation of the Colleges of RUB, and will also inform the entire

Bhutanese public school system; RUB is responsible for training the teachers of Bhutan. From the

ideas and opinions of the stakeholders at RUB (including lecturers, students, and administrators)

elements, functions, flows, and characteristics, of a GNH holistic education system will be defined.

The nature of the PAR processes include the change that takes place with the researchers as

well as within their classroom practice. The lecturers, teachers and staff involved in the research as

respondents, also develop and organize a GNH educational culture within the PAR process. The study

will focus on populations of lecturers and staff at RUB; in-service teachers/ staff (those already

teaching and directing at schools); and pre-service teachers (those students attending college to

become a teacher). Some of the challenges include: utilizing the recommendations from the study as

support for institutional change for those organizations and agencies with decision making power,

capacity building, and developing nationwide training for teachers/staff/lecturers.


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Currently identified by the office of the Vice Chancellor, it is the responsibility of lecturers

and staff to embody and transmit the values and principles of GNH in their classroom and college

communities. It is the charge of the Ministry of Education, in collaboration with the RUB colleges, to

assess and monitor the content and methods of the education curriculum and classroom practices.

Presently, the decision-making lies in the OVC and is mandated through various procedures and

programs that include training and workshops to help carry those mandated programs to fruition.

Aims of the study:

Central Research Questions

1. How do the lecturers of RUB want to see GNH principles and values developed in

their schooling system?

2. What are the perceptions on whose role it is to set and monitor the content and

methods of the education curriculum?

3. What are the perceptions of decision-making roles relative to the education system

and what are the pedagogies to use?

4. What aspects of the Western modern world are important to include, and how can

these be balanced with traditional culture and values as well as GNH? Benefit/risk

analysis. Both directions…. Transmission, adaptation.

5. What are the perceptions of whose role it is to transmit these values?

6. How long does something have to be in place to be considered

traditional/modern?

7. How widespread does something have to be in place to be considered

traditional/modern?

8. What principles and values of GNH do the University faculty want to see

developed in the school system? How do they want to receive their professional

development in terms of GNH pedagogy?

9. What does the faculty see as their role in defining, monitoring, mediating and

integrating values and cultural elements, in the education system?

10. What skills and knowledge are necessary to develop in students in order to

support the principles and values of GNH? How will these be developed in the

students?

11. What is the best way to structure an educational system to support the principles

of GNH?

12. What are the differences between mission/monastic schools and holistic GNH

education?

13. What are the differences or gaps in values and pedagogies that are currently being

transmitted or modeled between the colleges?


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i. How do any of these college-related values link with, or appear to,

influence GNH?

ii. What criteria and evidence exists to support the increase of GNH

principles as outlined in the GNH framework as needed in schools?

iii. How can a system of assessment be developed to ensure the education

system does not get stuck in a fixed model system that already exists?

14. What pedagogical instruction is necessary for the RUB Teachers College to

ensure that pre-service teachers are appropriately prepared? How can this

instruction be delivered?

15. What will be the criteria or indicators that show lecturers ‘are appropriately

prepared’? How will they be assessed and hold accountable?

a. Change in classroom strategies, which include several from the Cycle 1 and

Cycle 2 interventions

i. The sharing of information from lecturers/staff who have been involved

in the PAR study to those lecturers/staff who were not involved so the

research team can observe the intervention practices in classes beyond

those lecturers/staff who have participated in the study.

16. What will be the criteria or indicators that show students are learning content and

GNH values and principles? How will lecturers be accountable for assessment

using the indicators?

a. How will the learning and assessment of student learning include GNH values

and principles?

b. How will lecturers develop systems of assessment that align with GNH and be

held accountably to use them?

17. How can RUB build systematic capacity rather than just train lecturers.

18. What will the lecturers need to do to go beyond their training and develop an

attitude of holistic education? (Communities of practice, policy change, include

career paths, systems of support supervision, etc.)

19. Are there classrooms are currently practicing pedagogy that aligns with GNH

holistic education: where, who, and what, are the circumstances and contributing

factors.

i. Why here and not other places?

ii. Who is involved?

iii. Is this being supported – monitored, assessed?

20. What kinds of college classrooms already show examples of some aspects of

positive/desirable forms of pedagogy?

a. What are the factors that support such changes?


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b. What challenges are they meeting?

c. What shows that they ‘are working or not’ in terms of GNH desired educational

designs?

The Significance of the Project

Although the vast majority of the population currently has access to the Bhutanese public

education system, there still exists an emphasis on an Anglo-Indian curriculum focusing on individual

achievement, competitiveness, and technical mastery of numeracy and literacy. To cultivate GNH, it

is essential that an attitude shift takes place among the lecturers, administration and students of RUB.

In addition, the development of several genres of education as foundational pillar needs to be

embedded in the daily classroom practice and curriculum of RUB. The foundational educational

paradigms that are outlined in the GNH framework include holistic education based on critical

pedagogy, contemplative or mindfulness practices, and values education.

This study will contribute to the development of the first nationwide college educational

system based upon holistic education principles. While there are currently individual schools that

take a holistic approach, to date, no country has attempted to use holistic education as the underlying

paradigm for the nation’s entire college education system. The small nation of Bhutan is attempting

to create something the world has never seen before. This study can provide a unique example to

inform other parts of the world about holistic education and can provide a model for the development

of graduate programs in holistic education at RUB for pre-service, in-service teachers and

administrators around the world.

Relationship of Research to Existing Literature

This study seeks to gather data that will inform the research team on how to bridge the

existing gap between theory of, and actual classroom practice and pedagogy, thereby advancing a

holistic based education. The study will expand the existing research and literature of holistic

education pedagogy.

New Knowledge Expected to Result from Research

Innovative pedagogy and classroom practices supporting holistic education are the expected

outcomes of this study. The existing RUB colleges will be examined to find out what extent holistic

GNH pedagogy already exists and what pedagogy is not supportive of GNH. Collaborations with

those lecturers, staff, and students, who are teaching and learning in ways that support GNH will be

assessed and invited to participate in bringing more GNH pedagogy to their college community and

classrooms. From this GNH PAR study innovative new pedagogy can be developed. Observations by

the research team of those lecturers, staff and community members already engaged in GNH

pedagogy are documented and monitored. During Cycle II interventions, the research team is

working with lecturers at PCE to develop and share classroom practices and pedagogies more aligned

with GNH and to identify how they impact student learning. In this collaborative professional

development learning community (i.e. coaching groups, lecturers and staff) can shift the existing


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attitude from a more additional top-down Euro-Indian classroom and education paradigm to an

expanded GNH classroom paradigm.

At this time, the research team has infused innovative practices into the second and third

intervention cycles and developed recommended interventions for the second and third phases of the

research based upon the baseline data. Data is to be continually collected as to the effectiveness of

student learning and teaching of the lecturers during the fall 2012 semester as part of the Cycle II

intervention. As a participatory action research study, the second and third cycles phase of data

collection looks at processes and outcomes as the holistic education practices are being rolled out.

Training is developed and given to current lecturers/staff as support in order to implement new

practices developed from the findings of the baseline data. Data collected on what is working, as well

as what is not working, and the contributing factors to each, are identified and used to help further

develop the training for current lecturer/staff. At the end of the Cycle II intervention round Phase I

and II recommendations will be adjusted to reinforce the continued development of a GNH classroom

practice and pedagogy. At the end of the study in 2014, the research team will write a comprehensive

summary and an official guideline of GNH pedagogy and classroom practices. Lastly, RUB will use

the findings and recommendations to develop modules contributing to a MA and PhD degree program

in holistic education.

Classroom culture:

Classroom culture influences the way learning is valued, the way students look upon

themselves and others, and lays the foundation of lifelong habits of thought and action. VanBalkom &

Sherman (2010) elucidate the current situation regarding teacher preparation in the two colleges of

Education in Bhutan, suggesting that there is a general disconnect between theory and practice (p. 47).

The study notes that the colleges in Bhutan primarily use the lecture method as the predominant

teaching pedagogy, even with content about the use of different teaching methods. Our baseline data

strongly echoed VanBalkom & Sherman’s (2010) study. The GNH PAR study asserts that students

believe lecturers should practice what they teach and recommends that teachers model different

teaching strategies for pre-service teachers. MacInerney & MacInerney (1994) examine how students

learn best, and report concrete demonstrations of key concepts facilitate effective learning (p. 568).

The baseline data confirmed MacInerney & MacInerney’s (1994) findings. Students from all colleges

state that concrete, experiential experiences are how they learn best. VanBalkom & Sherman (2010)

conclude: “Bhutanese schools will only improve if there is a shift to a culture of engagement in

classrooms” and that the college lecturers’ and school teachers’ pedagogy play a vital role in creating

such an intentional culture. The GNH PAR study baseline data substantiates this conclusion

throughout RUB colleges. A shift in attitude among lecturers, administrators, and students to develop

approaches more aligned within GNH values and principles than the current Euro-Indian form of

education currently prevailing in classrooms, is necessary to fulfill the expectations of a GNH

educational culture and pedagogy.


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There are a variety of approaches to increase the effectiveness of lecturer pedagogy

supporting the GNH framework. Critical pedagogy and contemplative, or mindfulness education, are

two paradigms steeped in GNH values and principles. Critical pedagogy emerged as an alternative to

hegemonic educational practices, questioning the imbalance of power and marginalization perpetuated

by the status quo. Bourdieu explains: “The educational market is strictly dominated by the linguistic

products of the dominant class and tends to sanction the pre-existing differences in [symbolic,

material, and cultural] capital” (1982, p. 62). Externally imposed conceptions of education function to

maintain the social status quo of the external entity, in which some populations benefit, while others

do not. GNH calls for a holistic education whereby all learners benefit. Ayers (2001) states:

“Education is about opening doors, opening minds, opening possibilities. School is too often about

sorting and punishing, grading and raking and certifying. Education is unconditional—it asks nothing

in return. School routinely demands obedience and conformity as a precondition to attendance.” (p.

xxiii). A critical pedagogical foundation of education shifts classroom “focus to the active process of

learning [this shift] has never denied that texts, materials, lessons, tests, and classrooms are important;

they are just not the substance of curriculum or the purpose of education” (Slattery, 2006, p. 62).

Critical pedagogy is a way to develop consciousness. Freire argued for “…education as the

practice of freedom - as opposed to education as the practice of domination” (1998, p. 75). He urged

educators to base educational activities on issues that were immediately related to the learners’ lives.

Dialectical discourse leads to conscientization, or “the emergence of consciousness and critical

intervention in reality” (Freire, 1998, p.75). The classroom transforms to a place where learners

become active participants in the world, rather than passive objects acted upon by circumstance.

Education becomes a dynamic process of reflective, empowerment for both lecturers and student.

Freire elaborates: “Teaching in schools and universities is not a preparation for a future life; it must

be, as Dewey (1998) wrote in Experience and Education, an experience of life itself” (p. xvi).

Education is an awakening to and exploration of one’s own life (Friere, 1998), and the concentric

circles of context in which we live.” (Ayers, 2001). Pedagogical classroom practice is used as a means

of challenging hegemonic systems, embodying “liberation [as] a praxis; the action and reflection of

men and women upon their world in order to transform it.” (Freire, 1998, p. 73).

The process of conscientization does not guarantee awareness. Greene (1998) warns that we

cannot assume everyone will be moved to open his or her heart and mind through the process of

conscientization. Teachers must model “…moving beyond self-interest to a consideration of

responsibility as members, as citizens, or (sometimes in the extreme) as contemporary… resistance

fighters.” (Greene, 1998, p. xxviii). Support is needed from the management in order for classrooms

to transform. Collective critical awareness is limited when it “…does not extend to needed structural

transformation" (Gottlieb & La Belle, 1990, p. 11), nor does it necessarily improve living conditions.

Despite these uncertainties, to teach for GNH is "…to teach so that the young may be awakened to the

joy of working for transformation in the smallest places, so that they may become healers and change


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their worlds." (Greene, 1998, p. xlv).

Contemplative, or mindfulness education, is this: how we know is as important as what we

know. Mindful education allies with rational empirical schooling. Traditional schooling methods

have focused on rational empirical knowing involving observation, calculation, analysis, evaluation,

measurement and explanation. Another way of knowing, through mindfulness practices, has been

utilized throughout time, culture, and in many disciplines, to pursue knowledge and wisdom. Mindful

education, or contemplative education, is absent in many of the classrooms and pedagogies

throughout Bhutan and the world. This gap impacts student performance, the development of

character, civic vitality, and conscience. The mindful mind is opened through various approaches

designed to quiet the chatter in one’s mind and cultivate a deeper awareness. Mindfulness is a quality

of human consciousness described as an accepting awareness of, and enhanced attention to, lived

experience. Being mindful increases engagement with the present moment and allows for a clearer

understanding of how thoughts and emotions can impact our health and quality of life. Using

mindfulness practice in the classroom enables the student to gain a way of knowing that supports and

complements rational and empirical ways of knowing.

The data from the baselines GNH PAR study shows that one of the largest contributing

factors blocking mindfulness practice in the classroom is the result of lecturers feeling that it is a

religious practice and should be kept out of the classroom. Hart (2004) states: “Opening the

contemplative mind in schools is not a religious issue but a practical epistemic question. It is about

how we know, not about what knowledge we are giving others. Inviting the contemplative simply

include the natural human capacity for knowing through silence, looking inward, pondering deeply,

beholding, witnessing the contents of our consciousness and so forth.” This way of opening and

allowing deeper understanding parallels critical pedagogy. Critical pedagogy uses praxis, a process of

naming, critical self-reflection, and informed action, to co-create knowledge with students and

lecturers. The critical self-reflection is best achieved when using contemplative practices.

A GNH classroom requires the classroom practice and pedagogy to include GNH values and

principles such as life tools of social life, emotional regulation, civility, and compassion. The

responsibility of RUB is to develop classroom practices and pedagogies to support GNH principles

and values as well as to encourage development of lecturers’ conscience through a deeper

understanding and application in their specific content area. The deeper understanding infers a higher

order understanding, creativity, problem solving and self-reflection that will ultimately transform the

lecturer and the student through the process of learning together.

Schonert-Reichl & Lawlor (2010) report children who participated in mindfulness practices,

as compared to those who did not, showed significant increases in optimism and socially competent

behaviors. In addition, there are an abundance of research studies showing the positive impact

mindfulness practices have on learning, health, reduction of stress, self-awareness, civility and

happiness. Research also shows students significantly:


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• Became more optimistic and thought more positively

• Learned to make themselves happy

• Were more accepting of others perspectives

• Tried to help others more often

• Thought mindfulness practices positively influenced their social and emotional development

• Declined appreciably in aggressive behaviors

• Were significantly more attentive and emotionally regulated.

• Increased empathy

• Raised optimism

• Increased emotional control

• Improved focused attention

• Worked more collaboratively with classmates

(Arguelles, McCraty, & Rees, 2003; Brown, & Ryan, (2003); Durlak, 2011; Given, 2002; Holzel,

Carmody, Vangel, Cogleton, Yerramsetti, Gard, Lazar, 2011; Kabat-Zinn, 2004. Murphy, Donovan,

& Taylor, 1997; Siegel, 2010. So & Orme-Johnson, 2001; Spolsky, 1993; Tiller, McCraty, &

Atkinson, 1996). Not only has it been shown that mindfulness practices positively impacts students,

research has also shown that teachers’ own presence and ability of teaching is cultivated. (Miller,

1994; Solloway, 2000). Throughout the baseline data round, the GNH PAR research team frequently

heard from lecturers that learning is not merely a matter of time on task but the quality of attention

brought to the task. In the discussion section of this report there will be several ideas of mindfulness

practice that can be infused into GNH classroom practice and pedagogy.

Preservation of culture is one of the four pillars of GNH. Some of the traditional Bhutanese

values include the extended family system, which historically functioned as the school where the elder

family members educated and prepared children for adult life. Families have functioned as a medium

of moral, civic, and intellectual education in non-literate societies. The integration of oral learning

transmission, experiential learning, and values education, are teaching tools necessary to use uphold

cultural preservation and GNH (Dorji Penjore, 2005). Values were acquired through direct

participation in the socio-cultural daily rituals of Bhutanese life. Bhutanese culture has been preserved

by each generation orally passing its history to the next. Maintaining and adapting these oral-learning

traditions is essential in bridging the gap between theory and practice in classroom that aligns with

GNH.

Values education is one of the most important objectives in the teaching of children. Dasho

Karma Ura (2009) states that it is imperative that the education system of Bhutan incorporate values

in its methodology. He notes that values education – also known as character education, civic

education, and moral education – has been overshadowed by an emphasis on individualism in western

education systems, with a de-emphasis on social responsibility, community consciousness, and


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altruism (p. 10-11). He furthers notes: “…peaceful, human relations and helpfulness towards each

other are central factors in creating a contented society” a central objective in the GNH framework.

Dasho Karma Ura points out in his review of current textbooks and pedagogy that values-based

education is lacking. A school system based on GNH would include values education in textbooks,

teacher preparation, classroom management and structure.

Happiness is at the center of GNH. McDonald’s (2005) work in Bhutan describes the

connection between development of values and happiness, which “…provides the intellectual

foundation for almost every system of sustainable social co-ordination.” (p. 25).

…this universal wisdom has however, been successively lost in the process of modernization to

be replaced by a less grounded understanding…First the abandonment of happiness as the

ultimate end to be sought…the denial of any need for an intentional morality….

(McDonald, p. 27)

Sampling and Data Collection

Sampling

The sampling used in most of the colleges was a mix of random sampling incorporating

probability and stratified random sampling, purposive, and convenience sampling. Attention was paid

to gender, year or level of study for students, years of teaching for lecturers, age, and the location of

students from Bhutan.

The GNH PAR study utilized probability sampling, as the research generalized from the

sample populations of RUB to the whole population of RUB. The estimates for selection were based

on the demographics of the total RUB population. This form of respondent selection was less biased

as it did not depend on personal judgment. A random selection process has independence because the

selection of one person does not have an effect on the selection of other individuals.

During the pretest round held in Paro, March 5 - 11, 2012, the stratified random sampling

method was used. Stratified random sampling assured greater statistical precision with less variance

because groups were more likely to be homogenous within a stratum than across the whole

population. In an attempt to ensure the sample was representative of the population, students at Paro

Teachers College were stratified into subgroups based on gender and their level of study: first, second,

third and fourth year. Then, respondents were sampled randomly within each stratum in an effort to

provide equal opportunities for different key subgroups of the student population. However, due to

research leader changes and organizational issues among the research team, one month into the data

collection the nature of randomization shifted. The research team members had very little prior

experience in research and sampling procedures. It was difficult for team members to follow the

randomization selection process and match with the schedule of the students and the lecturers. At the

beginning, the lecturers seemed to be fully occupied during the day, which led to timing challenges.

Lecturers were unable to show up at a specific time. They needed a more spontaneous schedule.


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Therefore, a convenience sampling and scheduling procedure replaced the original randomized

selection process.

The key aspect of the convenience method, as its name indicates, was based upon the

participants’ availability. This method was inexpensive and straightforward, and although it is widely

used in qualitative research (for it represents actual characteristic of the population), it may be linked

to limited credibility because of the ease of data gathering and a possible systematic bias. The latter

implies the sample may not be an accurate representative of the entire population, which may result in

obtaining irrelevant, skewed results and low external validity of the research. The research team made

every attempt to line up the sampling population with the total population. When the research team

used convenience sampling, research team members selected the individuals based on gender balance

and year of study to obtain more balanced opinions in their target population. The lecturers were

selected based upon gender, years of teaching, and the department in which they taught. Inclusion of

the administrators and support staff into the research study required use of the purposive sampling

method. Administrators were chosen deliberately, mainly based upon the position they held and who

was at the college during the data collection period. Purposive sampling can be a useful non-

probability type of sampling method in situations where sampling for proportionality is not the main

concern. The strategy is typically used when a particular subset of the population is targeted, such was

the population of the administrators of each college. Primary criticism of a purposive sample is the

likelihood to overweight subgroups in a population that are more readily accessible and therefore

rejecting those who do not suit the method. Homogenous sampling of the purposive sampling

technique was used to address specific questions characteristic of the group being studied. The

research team selected the directors at each college to interview, as well as academic deans. The

director was not available for an interview from one college.

It is important to note that although PCE research team members, who spoke the

respondents’ local language(s), were always present, wording questions and language barriers while

conducting focus group discussions and key informant interviews in English may have presented

some error or bias in the respondents’ ability to answer and/or understand the language. English is an

official language and used in the colleges, however it is rarely a first language of the respondents.

In this study, 630 adults, 17 years and older, were sampled, which represents 9.3% of the

entire RUB population, including students, lecturers, and administrators. The total sample included:

● 366 students, or 6.1% of the entire student population,

● 203 lecturers, including the research team members, or 42% of the entire lecturer population,

● 28 administrators, which represents 10.44% of the administration population;

● 33 respondents who were involved and/or who participated in the writing of field notes,

meeting notes, and research team diaries. Those sets are labeled as “notes.”


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The research team members were required to keep a research diary to document their personal

growth throughout the research and their journal entries were utilized to provide an additional

perspective from RUB’s lecturers on their self-reflective journey through PAR. Out of

approximately 70 data sets between meeting notes, field notes, and research diaries collected, 27

sets we used in our analysis. The results of this study report come from an analysis of 218

collected data sets.

After the pretest round held in Paro, March 5-11, 2012, four members of the PCE research

team visited CNR, in Lobesa, on March 11-14, 2012. Of the total population of 321, of which 58 are


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female and 263 male, there are 249 students enrolled in either diploma, or degree programs, of which

37 are female and 212 are male between 21 or 42 years of age. At present, CNR employs 30 lecturers,

6 female and 24 male, whose age ranges between 21 and 54 years old. In addition, there are 42

administrators, including support staff, of which 15 are female and 27 are male and the age range is

from 27 to 53-years-old. To document current classroom practices, individual scope, and

stakeholders’ needs. Together, CNR and PCE RT members:

● Gathered thirteen sets of data, which included a total of 34 respondents: 8 female and 26

male.

● Three classroom observations that were selected at random, all male lecturers.

● Five focus group discussions, which included lecturers, teachers and students, and

● Four key informant interviews with administrators, teachers, lecturers, and students.

● One additional data set was derived from notes and it involved 1 male respondent.

Further sampling using the probability method, for field data gathering in local schools in Lobesa,

was facilitated in consultation with CNR RT members.

In Trongsa, the team visited ILCS on March 15-17, 2012. Total population at ILCS numbers 561

of which 255 are female and 306 are male. The Student population totals 501, including 241 female

and 260 male students between 21 and 26-years-old. There are 26 lecturers, 4 female and 22 male,

whose ages range between 24 and 48 years old. In addition, there are 34 administrators including

support staff, of which 10 are female and 24 are male and their ages range from 21 to 55-years-old.

Together, ILCS and PCE RT members:

● Gathered nineteen sets of data that included a total of 53 respondents, 19 female and 34 male.

● Five classroom observations randomly selected with all male lecturers,

● Four focus group discussions, which included lecturers and students, and

● Six key informant interviews with 3 male administrators, lecturers, and students.

● Four additional data sets were collected from the notes included 6 respondents.


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To ensure other PCE data collection team members received concrete hands-on data

collection experience, in addition to having to uphold their pre-established teaching duties at PCE,

two research team members returned to Paro, and two different PCE research team members

embarked on a new data collection journey. This team visited GCBS in Gaeddu, on March 18-20,

2012. Total population at GCBS numbers 1148 of which 476 are female and 672 are male. The

student population totals 1066, including 460 are female and 606 are male between 18 and 35-years-

old. Currently, there are 72 lecturers appointed at GCBS, 12 female and 60 male, whose ages range

between 23 and 66-years-old. Additionally, there are 10 administrators including support staff, of

which 4 are female and 6 are male, and their ages range from 24 to 49-years-old. Together, GCBS and

PCE RT members:

● Gathered twenty two sets of data that included a total of 54 respondents, 16 female and 38

male.

● Seven classroom observations, randomly selected, including all male lecturers,

● Eight focus group discussions which included 6 male lecturers, 28 students, of which 12 were

female and 16 male, and

● Five key informant interviews with 1 male administrator, 1 male lecturer, and 4 students, 2

female and 2 male.

● Two additional sets derived from the notes of meeting notes included 7 respondents.


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After visiting GCBS, PCE team collected data at CST located in Rinchending, Phuntsoling,

between March 21 and 23, 2012. Total population at CST numbers 568 of which 143 are female and

425 are male. The student population totals 521, of which 132 are female and 389 male, between 18

and 29 years of age. CST employs 34 administrators and 43 lecturers, of which 9 are female and 34

male, whose ages range between 25 and 55-years-old. To note, during research, 4 lecturers, including

1 female and 3 male, were on leave. Together, CST and PCE RT members:

● Gathered twenty-two sets of data that involved 60 respondents, 22 female and 38 male.

● Seven classroom observations with both, female and male lecturers, and

● Seven focus groups with lecturers and students, and 5 key informant interviews with

lecturers, students, and administrators.

Between March 24 and 29, 2012, PCE RT visited SCE, in Samtse. Total population at SCE

numbers 981 of which 439 are female and 542 are male. Currently, SCE has student population that

totals 899 full-time students, including 411 female and 488 male students, whose ages range from 17

to 34-years-old. There are 156 students pursuing PgDE, 68 female and 88 male, whose ages range

from 20 to 34-years-old. Students enrolled in B.Ed. compose a total of 743 students, 343 female and

400 male students, between 17 and 32-years-old. Total number of faculty members at SCE is 54

lecturers, 15 female and 39 male, between 23 and 58 years old. Administrative staff includes library,

instructors, technical, and administrative staff of 28 members, 13 female and 15 male, between 21 and

54-years-old. Together, SCE and PCE RT members:

● Gathered twenty-six data sets that engaged 86 respondents, 38 female ad 48 male.

● Seven class observations with both, female and male lecturers,

● Nine focus groups with students, lecturers, and administrators, and

● Seven key informant interviews with students and lecturers.

● An additional three sets gathered from notes involved 3 respondents.


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While at SCE, teams gathered an additional 12 data sets using the probability method in local primary

and secondary schools.

At this time in the semester, PCE RT was experiencing challenges with research data

collection team’s itinerary and coordination between colleges. Shortly thereafter, one of the two PCE

RT leaders resigned from the team leader position and the traveling members of the PCE research

team returned to Paro on March 31, 2012.

PCE research team’s subsequent visit to Sherubtse College, in Kanglung, on April 04-09,

2012, produced 27 data sets, thereby involving 62 respondents in the study. Total population at

Sherubtse numbers 1291 of which 496 are female and 795 are male. The student population totals

1101, of which 456 female and 645 male, between 19 and 22 years of age. Faculty at Sherubtse

includes 114 lecturers, 26 female and 88 male lecturers, whose ages range from 25 to 55-years-old.

There are 72 administrators, of which 14 are female and 62 are male, from 25 to 44-years-old.

Together, Sherubtse and PCE RT members:

● Gathered thirty six data sets, involved 102 respondents, 33 female and 69 male.

● Seventeen class observations with female and male lecturers,

● Seven focus groups with lecturers and students, and

● Four key informant interviews with lecturers, students, and administrators.

● An additional eight sets included 8 respondents.


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On April 10-11, 2012, PCE team resumed their data collection at JNP, in Dewathang. Total

population at JNP numbers 408 of which 91 are female and 317 are male. The student population

totals 341, 77 female and 264 male, aging from 18 to 30-years-old. Civil Engineering diploma

students total 181, of which 38 are female and 143 are male students. There are 111 Electrical

Engineering students pursuing a diploma, 24 female and 88 male. Additionally, students enrolled in a

Mechanical Engineering diploma program total 49, 16 female and 33 male students. JNP employs 41

lecturers, 4 female and 37 male, from 24 to 57-years-old. To note, 7 male lecturers are pursuing

studies. There are 26 administrators from 22 to 40-years-old, 10 female and 16 male, of which 3 are

away on studies. Together, JNP and PCE RT members:

● Gathered thirteen sets of data involving 38 respondents, 11 female and 27 male.

● Two class observations with male lecturers,

● Four focus groups with lecturers and students, and

● Six key informant interviews with students, lecturers, and administrators.

● One additional set was gathered from the notes with 1 male respondent.

On April 23, 26, and 30, 2012, PCE research team visited RIHS in Thimphu. Those research

team members, who did not previously have a chance to travel far to visit other colleges, alternated

the data collection process at said college. Total population at RIHS numbers 395 of which 201 are

female and 194 are male. The student body totals 335, of which 169 are female and 166 are male

students. There are 23 students seeking a degree at RIHS, 17 female and 6 male students, while 152

are enrolled in a diploma program, of which 74 are female and 78 are male. Students seeking a

certificate total 160, with 78 female and 82 male students. RIHS employs 32 lecturers, of which 18

are female and 14 are male, whose ages range from 26 to 60-years-old, as well as 28 administrators,

14 female and 14 male, from 24 to 50-years-old. Together, RIHS and PCE RT members:

● Gathered seventeen sets of data that engaged 60 respondents, 29 female ad 31 male.

● Five class observations, and

● Five focus groups and


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● Seven key informant interviews.

To note, all focus group and key informant interview participants were pre-selected.

On their next visit to Thimphu, on May 07, 2012, PCE RT members went to NITM. Total

population at NITM numbers 88 of which 35 are female and 53 are male. The student body at NITM

numbers 60 students enrolled full time, 23 female and 37 male, from 20 to 29-years-old. Students

seeking Doctor’s degree, Drungthso, amount to a total of 31, with 9 female and 22 male students,

while those enrolled in a diploma program total 29, of which 14 are female and 15 are male. The

Institute employs 11 lecturers, 3 female and 8 male, 24 to 58-years-old and also 17 administrators, 9

female and 8 male, from 23 to 44-years-old. Together, NITM and PCE RT members:

● Gathered six data sets that involved 33 participants, 13 female and 20 male.

● Two classroom observations, with 2 male lecturers,

● Three focus groups with students and lecturers, and

● One key informant interview with 1 male administrator.

Total population at PCE numbers 1008 of which 427 are female and 581 are male. The

student population totals 943, including 409 are female and 534 are male between 19 to 39-years-old.

Currently, there are 62 lecturers appointed at PCE, 17 female and 45 male, whose ages range between


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26 to 53-years-old. Additionally, there are 3 administrators including support staff, of which 1 are

female and 2 are male, and their ages range from 30 and 53- years-old. PCE RT gathered 47 data sets

that involved 110 respondents, including actively participating research team members. Together,

During the pretest week PCE RT members:

● Gathered sixteen data sets engaging 57 respondents, 24 female and 33 male.

● Seven focus groups with 21 female and 21 male students, 2 female and 4 male lecturers.

● Two class observations with 2 male lecturers, and

● Seven key informant interviews with 1 female and 2 male students, 3 male lecturers, and 1

male administrator.

During the Baseline round, the PCE team gathered 31 data sets that involved 53 respondents,

including 14 participating research team members. PCE RT collected data through class observations

that included couching group observations, thereby collecting:

● Fifteen data sets, with 6 female and 9 male lecturers.

● Team also participated in two focus groups with 3 female and 2 male students, 2 female and 4

male lecturers and

● Six key informant interviews with 1 female lecturer and 2 male lecturers, 1 male

administrator, and 2 students, 1 female and 1 male.

● An additional eight sets, gathered through use of field notes, meeting notes, and research team

diary entries, involved 8 respondents, 3 female and 5 male.

● Furthermore, PCE RT visited 3 local schools and gathered an additional 8 data sets, involving

18 participants. The school data was not used in the report.

Data collection methods

Qualitative methods of data collection are ways of gathering information yielding results that

can’t easily be measured by, or translated into, numbers. They are often used when you need the

subtleties behind the numbers, such as the feelings, small actions, or pieces of community history

affecting the current situation. The methods acknowledge the fact that experience is subjective and it


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is filtered through the perceptions and personal views of the people undergoing the research.

Qualitative researchers believe it’s important to understand those perceptions and personal views.

Qualitative data collection methods connect directly with the population under study. In assessment,

the best sources of information are those closest to what’s being assessed. In this study the lecturers,

students, and administrators, experience the situation more than anyone else. The qualitative methods

used were directed to the lecturers, students, and administrators at all ten RUB colleges. The topic

guide questions developed, used more complex questions than quantitative methods would have

allowed. The qualitative methods selected enabled the revelation of certain underlying realities of the

situation that quantitative methods would not have been able to uncover, such as perceptions about the

education at RUB and in general the educational system of Bhutan. The questions allowed the

researchers to follow promising directions by the responsive use of probing questions such as:

1.1 What does a RUB education mean? Probes

• When people find out that a person has graduated from RUB, what is the first thought that you would want to come to them?

• What symbolism do you want associated with someone who has graduated from RUB? • What is unique about RUB from other colleges? • How does RUB prepare young people to contribute to Bhutan, in a GNH way?

o How does RUB prepare young people to be good neighbours? Good parents? Good friends? Protectors of the environment? Engage in culture? Righteous leaders?

This type of question and response led to the discovery of important information that

quantitative results would not have revealed to the team. The methods chosen allowed for the human

factor. While the information obtained through qualitative methods may have been subjective, it was

identified as such, and was analyzed accordingly. The data collection methods used for this study

included focus group discussions, key informant interviews, observations, research diaries, meeting

notes and plenary sessions. Focus group discussions in this study refered to a session about 1-1½

hours in length, conducted by a facilitator which was the PI and/or research team member (RUB

faculty) along with a note taker, which was also the PI and/or research team member (RUB faculty).

The focus group discussion was conducted with a relatively homogeneous group of 6-12 participants,

done in a comfortable setting where there were relatively few interruptions, during which one, or

more, participatory exercises were used with the group to link the probing questions and discussions.

These sessions generated various kinds of verbal and visual products, plus field notes, that were then

subjected to a combined and comparative analysis.

For this study, a key informant interview referred to open-ended sessions conducted by the PI

and/or research team member as interviewer/facilitator, and a note taker again the PI and/or research

team member. The interview was conducted with individuals that have special knowledge about the

key issues under investigation. Interviews often lasted about 1 hour, used a relatively limited set of


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open-ended topic guide questions as a reference and at times combined probing questions with

participatory tools to enhance participation and reflection.

Observations in this study referred to direct observations in RUB classrooms during the

spring 2012 semester conducted by the PI and/or research team member as the observer. The

observation lasted one class period, approximately 50 minutes, and included written detailed notes of

classroom practices and interactions. The observations were about pedagogy and classroom practices

rather than content. Observations continued as an on-going weekly activity within each RUB College

during the spring 2012 semester.

A research diary was a record of the researcher’s involvement in the project. While the

contents of the diary were sometimes used as data, they were different from the information of the

observations, interviews, discussions or other data that were collected because the diary contained

information about the researcher: what the researcher did during the research process and their

development of research skills and knowledge throughout the baseline round. The research diary

complements the data yielded by the other forms of data collection.

The main reasons for keeping a research diary were to:

• Generate a history of the project, as well as the researcher’s thinking and the research process

• Provide material for reflection

• Offer data on the research process

• Record the development of the researcher’s research skills

Keeping a diary was, therefore, a useful means to:

• Explore individual researcher practices

• Get practice and gain confidence in recording research and writing

• Empower oneself as researcher through sharing experience with peers

• Engage in supportive but critical interaction between peers and participants

What went in the research diary?

• Summary of what happened each day the researcher worked on the project

• Stories of conversations, discussion, interviews, planning sessions, etc.

• Questions and topics for further study or investigation

• Guesses, hunches, and ideas

• Diagrams, drawings, and mind-maps

• Observations

• Reflections on observations

• Plans for future action or research

The research diaries were written up in field notes, progress reports, and/or other documents. There

were no rules about style, language, or spelling. Research diaries, from research team members, were

collected twice through the baseline round, spring semester 2012. Documenting the process of


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research team members was important to inform the cyclical process of PAR and the interventions

developed.

For qualitative fieldwork, taking good notes and keeping them well-organized were critical

skills for successful data collection. Meeting notes were important as they drew on many opinions and

knowledge at one time, and uncovered disagreements or differences that were discussed. These

disagreements were not always evident during focus group discussions or key informant interviews.

The field research team met several times daily during data collection to talk about situations that

were unclear and to troubleshoot any problems. We also made use of a variety of peer-debriefing

techniques.

Plenary discussions were large group feedback sessions held on the last day of the fieldwork

in each college, with the exception of CST which held its plenary during morning hour the following

week after data collection. This was due to a visit by the Ministry of Health on the college campus

during our last day of research analysis. The plenaries focused on the analysis of the data sets by the

research team and included interactive, participatory exercises with lecturers from the college. All

lecturers, and at times students, were invited. The plenary sessions were led by the individual research

team from that college, as well as the travel PCE research team members, and recorded by a note

taker, typically the research associate. In addition, at times notes were taken on flip charts and idea

cards, which were then recorded as data at a later date.

Jumpstart

The Jumpstart workshop was a two-week workshop held at PCE at the onset of the research,

February 15-29, 2012, so all research team members could develop the OPM and research skills

together. In addition, foundations of critical pedagogy and contemplative education were presented

and practiced. During the Jumpstart workshop research team members learned, practiced and

developed their skills in how to: (a) ask strategic and probing questions; (b) hold focus groups

discussions, key informant interviews and direct obbservations; (c) note take; (d) coding data; (e)

analyze data; (f) write up findings and summaries; (g) and make recommendations to develop GNH

classroom practices and pedagogies. The majority of research team members stated that note taking

was considerably more difficult than anticipated and developing probing questions was a skill they

needed to practice. The research team members continued to develop their skills and expand their

knowledge in data collection and analysis throughout the entire baseline round.

During the sessions where foundations of holistic education were introduced through

contemplative education and critical pedagogy, research team members and other PCE lecturers and

RUB staff and administrators identified and prioritized GNH values and principles, clarified the

challenges and questions about the research, and completed the design and organization of the

upcoming data collection process. Most of the ten colleges sent research team leaders to the entire

Jumpstart workshop. There were two colleges that joined after the first 4-6 days. Subsequently,

missing the foundational preparation and team building aspects of the workshop led to extra work and


50

confusion in the data collection process when visiting those colleges. The recommendations

emanating from the research team leaders strongly suggested that directors of the colleges should also

have attended the workshop along with all research team members from the colleges, not just research

team leaders or representatives. According to feedback over 80% of participants who attended the

entire workshop stated they were convinced of the importance, design, and implementation of the

study and methodology; however, they were also very concerned with the possible inability to relay

and convince other lecturers back at their home colleges. Almost all research team leaders expressed

this as a potential limitation of the effectiveness of the study. The largest contributing factors to this

concern was the fear that lecturers would believe there was not sufficient time to carry out such a

research study, it was too much work, and the lecturers would not voluntarily participate because the

benefits were not immediate nor the outcome clearly defined. In a PAR study the outcomes emerge

rather than being defined at the onset of the study. The Vice Chancellor attended throughout the entire

Jumpstart as did the RUB’s Dean of Research Dr. Dorji Thinley. Their response was positive and

their leadership model and guidance to lecturers exceptional, supportive, and quite uncommon for

people in their positions.

Pretest

After the conclusion of the Jumpstart workshop, the topic guide questions were administered

during a pretest in Paro by the PCE research team both at PCE and at several school sites in Paro.

Pre-test data at PCE and in Paro schools provided insight to research team members as to topic guide

question adjustments, and where additional training was needed to move forward with PAR. For

instance, during the focus group discussions research team members recognized their challenges to

hold focus group discussions, the importance of asking probing questions, the value of having

informal conversations, and the consequence of talking too much and leading the group in contrast to

listening and letting the respondents offer information. Skills in developing probing questions,

pausing during conversation, and note taking were identified and further practiced. During the pre-

test, a variety of checklists were also developed to ensure clear organization and collect accurate

documentation of data; including specifying sources of information and data collection methods.

Methods to clearly identify the respondents by gender, degree/diploma, as well as the composition of

each college’s research team, locations for data collection, development of a specific sampling plan,

and a form to capture pedagogical issues which were to emerge during the data collection process. As

the research team moved forward with the study, the OPM containing the protocols, topic guide

questions, and the glossary for the study remained a living, content-malleable guide to which research

team members continued to contribute by adding culturally appropriate terms and relevant guiding

questions. There were fourteen major adjustments, i.e. drafts over the baseline study period from

February 2012 – April 2012.

Onsite data collection


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March 12, 2012 the research team started their visit to RUB’s ten colleges. The respondent

population for the GNH PAR study included students, lecturers, administrators, and staff from RUB

colleges and schools in the surrounding areas. Dispersed across Bhutan, RUB’s colleges included:

Paro College of Education (PCE) in Paro, College of Natural Resources (CNR) in Lobesa, College of

Science and Technology (CST) in Rinchending, Gaeddu College of Business Studies (GCBS) in

Gedu, Chukha, Institute of Language and Culture Studies (ILCS) in Trongsa, Jigme Namgyel

Polytechnic (JNP) in Dewathang, National Institute of Traditional Medicine (NITM) in Kawajangsa,

Thimphu, Royal Institute of Health Sciences (RIHS), Thimphu, Samtse College of Education (SCE),

Samtse, and Sherubtse College (SC) in Kanglung, Tashigang. Since RUB is also responsible for the

instructing teachers in Bhutan, a small secondary sample of schoolteachers, students, and

administrators in several of the communities where the colleges reside were also part of the

respondent population.

The original schedule for visits was changed after visits to the first two colleges. During the

visit to ILCS, the PCE traveling research team members received messages from home-based PCE

research team members of the challenges they were encountering. To address these challenges, the

PCE traveling research team thought it best to return to PCE and work with the home-based PCE

research team members supporting their development in data collection and analysis skills. Due to this

need the time scheduled for visits to other colleges shifted as well as the overall timeline for the

baseline round and first two cycles of interventions. Originally the baseline round and first cycles of

interventions were to take place during the spring semester 2012. The adjusted time line moved the

first cycle of interventions to the month of May and the second cycle of interventions to the fall

semester of 2012 where the PCE research team will lead the interventions with support from the PI

via email. The PI left Bhutan at the beginning of June to return to her teaching at Naropa University

in Boulder, CO, USA. In addition, the original PCE research team leaders who were appointed

resigned and two other research team members volunteered to resume the leadership position. One of

the second group of leaders left RUB, and hence the research team, at the end of the spring semester

and the other is still the current research team leader, Jambay Lhamo. It is interesting to note that the

appointed leaders resigned and the volunteer leader is still in the position of research team leader.

The research team stated that the time commitments, roles, duties, and expectations of the

research leader were not clear during the baseline round and they were not given sufficient time to

give to the research to ensure the stated and hoped for quality commitment. For the first research team

leader, the limits on time to put into the research was mainly due to the assigned 20-hour teaching

load he was given for the spring 2012 semester. For the second research team leader, the limits on

time were mainly due to the 8-hour teaching load and home commitments. During the study review

meeting on May 25, all attending agreed to reduce the teaching load of Jambay Lhamo during the fall

2012 semester and other semesters she will lead the research in, to support the success and quality of

the research; hoping to be given no more than an 8 hour teaching load.


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Collection process

Note taking was the priority method of recording data; some video and audio recordings were

also used. The research members grouped into pairs when collecting data. One person asked the

questions and facilitated discussion, while the other person wrote the notes attempting to catch the

conversation verbatim. The note taker did enter the conversation at times supporting the facilitator.

The initial notes taken during the conversation were referred to as short notes. Immediately following

a focus group discussion, key informant interview, observation, or meeting, the research team pair sat

together and reviewed their short notes. Through their review, the short notes were expanded into

long notes by adding pieces of information they remembered but did not have time to record.

Clarification of the researchers’ interpretation of responses was also deliberated. In addition,

comments from the thoughts and opinions of the research team members were integrated into the

notes and were annotated in brackets.

During the collection of data at each of the ten colleges, which took between three and seven

days, the research team members from PCE and the home college analyzed the data by: (a) coding the

data into patterns; (b) identifying patterns that would define and align to a holistic GNH classroom

practice and pedagogy; (c) identifying gaps between current practice and that of a holistic GNH

classroom and pedagogy; (d) proposing recommendations for the development of GNH classroom

practices and pedagogies; and (e) conducting a plenary for final feedback from respondents. All

evaluation steps were completed in a participatory manner. During the plenary session, the findings

and recommendations from the data collected at the colleges were shared and one last round of

feedback from respondents was collected to deepen clarification. Ultimately, an agreement on the

analysis of the data was obtained. Lastly, the agreed upon analysis and recommendations were used to

plan, design, and recommend interventions for future rounds of the research.

Data analysis methods

Intro: What is data analysis?

Data analysis is the most crucial aspect of qualitative research. Analysis is a process of

breaking up, separating, and disassembling research data and materials into pieces, parts, elements,

and/or units. With evidences broken down into manageable pieces, the research team then sorted and

sifted through the data sets, searching for patterns, sequences, processes, and aggregates. The aim of

the analysis process was to assemble or reconstruct the data in a meaningful or comprehensible

systematic manner. Coding was the primary step taken during the analysis to organize, categorize,

and make sense of the data. The research team members found the analysis process quite arduous.

Coding was not a mechanical or technical exercise, rather it was a dynamic, intuitive, and creative

process using inductive reasoning, thinking and theorizing. As the research members gained

experience through the process of coding, a deeper understanding of what they have been studying

developed; simultaneously, the research team members continued to refine their abilities and their

interpretations. The PCE research team members that traveled to other colleges continuously reported


53

on the increase of the development of their skills and knowledge in determining the categories,

relationships, and assumptions underlying the respondents’ answers. This growth and development in

research knowledge and skills is inherent in the process of PAR, providing capacity building within

RUB (Taylor & Bogdan, 1998). Through the experiential approach of PAR, research knowledge and

skills for the core PCE research team continued to emerge.

Parts of data analysis

Coding was the fundamental means of developing the analysis. Coding was the process of

categorizing the data into patterns, themes, or ideas and marking similar passages of text with a code

or label. The label typically had a symbol, or color, in order for the patterns to be easily retrieved for

comparison and analysis. Coding made it easier to search through the data and make comparisons, as

well as identify patterns that required further investigation. The coding process allowed the research

team members to notice phenomena through the analysis process by identifying commonalities and

differences. The codes were attached to groups of words, sentences, or paragraphs, within the data.

The research team used codes to pull together and categorize a series of discrete statements and

observations, which initially emerged from the data. At first the data appeared to be a mass of

accounts, but by studying and coding the data sets the research team began to create order and

developed patterns which were eventually categorized into themes.

Coding was a step of analysis that continued through the life of the research. Coding was based

in grounded theory (Charmaz, 2003). In fact, grounded theory is often referred to in the literature as a

constant comparative method of analysis and one of the most common procedures (Strauss, & Corbin,

1990). Constant comparison was used and referred to the process where every time a passage of text

has been selected and coded, it was compared with the other passages that have already been coded.

This ensured that coding was consistent and allowed the research team members to consider the

possibility that some of the passages coded may not fit as well as originally thought and thus, may

need to be coded differently.

The process

As the research analysis began, the research team members carefully read a sample of the data

sets to develop substantive and general topic codes. The research team then went through all the

original transcripts, marked each appropriate line or section with a code in the margin, while re-

checking to see if the meaning first applied still held true in relation to the other statements used with

the same label. The research teams read and re-read the data sets, thinking intensively about the

patterns and their significance. At the end of data collection at each college the research team

members laid out all the data sets on a table so they could look at them all at once. Then they marked

different parts in different ways to find the patterns between the data sets. The research team inserted

different colored marks and words of so they could see the multiple connections across the data sets.

Eventually, the threads revealed patterns among the patterns. The discoveries depended on how the

data sets were coded. The research team did not reduce their analysis to the codes, nor did they derive


54

the patterns by simply inspecting collections of data sets. Through the combination of: (a) focused

attention, (b) intensive analysis of a small part of the data, (c) collaborative analysis of the all data sets

together, and 3) the ability to see the how the patterns of the data came together, the research team

members were able to make the discoveries and interpretations necessary for discussion and

recommendations.

The research team used the process of coding to develop patterns and to organized the

patterns into themes. The coding process started as a heuristic process evolving into a reanalysis of

data by researchers who typically were not involved in the original data collection or analysis. Codes

were initially developed through an inductive approach. Through inductive reasoning, the research

team members took a series of specific statements and tried to categorize them into a more general

pattern to reduce the number of patterns. At the end of the process over 180 patterns were identified

and organized into 22 themes. Deductive reasoning, which came later, involved using the patterns

generated and moved towards a more finite list of themes.

A group of code words were devised to help the research team collect the patterns noted in a

systematic way so that they could be subjected to further analysis. Heuristic coding facilitated the

discovery of patterns, and helped the research team to open up the data to further intensive analysis

and inspection. The burdens placed on heuristic codes were much less than those placed on objective

codes. At first, the research team had no assurance that the patterns coded always had the same

meaning, or that every possible pattern in the data set was captured. Therefore, it was the

responsibility of the research team to refine and further develop coding schemes within the analysis of

the data. We looked for counter examples and confirming examples in the data. The heuristic coding

process was the beginning of a process of analysis that required the research team to work deeper and

deeper into the data. Further, heuristic code words changed and evolved as the analysis developed.

Finally, heuristic code words changed and transformed the researcher who, in turn, changed and

transformed the code words as the analytical process proceeded. Again, this demonstrates part of the

experiential learning of PAR. To paraphrase Shakespeare: the answers we look for are not in the

codes, but in ourselves and our meaning. The meaning the research team gave to the codes developed

through the individual and group process of critical analysis, dialectical discussion, and cyclical

review of the data set.

The baseline round analysis started out using grounded theory, letting codes emerge from the

data as part of the noticing process. The codes or pattern labels we gave acted as markers, or a pointer,

to interpret and rationalize what it is research team members thought was happening. In addition,

research team members used codes as transparent representations, and eventually as collection points

for future data sets. In this way codes enabled research team members to continue to make discoveries

about deeper realities in the data referenced by the codes. The codes of the patterns were given names

related to the purpose of the study. When patterns appeared that had not been previously identified,

new labels were created. As the research progressed our number of patterns grew. This allowed for


55

the research team members to better address all patterns that emerged within the interventions for

future rounds of the study.

The process of developing patterns and categorization produced conversation between the

researchers about the data, informed the research process, offered descriptive reports, and built

possibilities for interventions for the next round. Patterns were not created in isolation from other

patterns. The patterns that arose, due as a result of conversation within the research team and among

respondents, enabled decisions to be made on how to organize the patterns in ways, which were useful

for continued analysis. The development of patterns helped the research team to ask questions, to

change or drop existing questions from the topic guide, and to compare data across the colleges. From

this process the topic guide went through several adaptations.

The process itself had several steps of analysis. The research pair that executed the interview

and note taking first coded the passages of text in the data set. Once this step was completed, different

research team members reviewed the text to see if the codes had similar meaning or interpretation for

them, as did with the first pair. The research team members proceeded through the analysis ending by

writing the findings, summaries, and making suggestions along the way. This process extended the

conversation among the research team to another level of analysis, by PCE research team members a

few weeks after the initial data set was taken and initially analyzed further adjusting the pattern

distribution.

Some of the questions the research team used to help identify the patterns and themes were:

“What is going on?” “ What are people doing?” “What is the person saying?” “What are the

assumptions behind the statements?” Some of the coding guides used to identify and describe patterns

were:

1. Behaviors and specific acts identified among the lecturers and students. For example, the topics

of the silence of the students in class and lecturing being the most common style of teaching

were frequently described during FG and KI across all colleges.

2. Strategies and practices described by lecturers and students. For example, the patterns within

teaching strategies were identified through frequent mention of the limited teaching strategies

used by lecturers. The majority of the teaching strategies identified by students and lecturers

were lecture, group discussion, and group presentations.

3. States of shared conditions experienced by people within the college community. For example,

the students and lecturers reported exam qualifications determined which college students

attended; lecturers reported their position was determined through examinations and other

external regulations rather than a desire for teaching. One lecturer told the story of how he

wanted to be a doctor, however due to the examination scores he could only become a lecturer

and not even in his field of interest. The lecturers mentioned this would start to change since

the college is now autonomous.

4. Meanings of phenomena. Meanings and interpretations were important aspects of what directs


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respondent actions. This area of coding included concepts respondents use to understand

their world, norms, values and rules that guide their actions as well as the symbols or

language respondents use to construe events or describe objects, roles or persons. For

example, students, lecturers, and administrators, described the relationship between student

and teacher in relation to the silence young people have in front of older people being part of

the culture in Bhutan. Respect was correlated with the use of a quiet voice and the student

being silent during the class time. Moving to a more student-centered, democratic, and

integrated holistic classroom setting, the relationship between student and teacher will need to

shift. This does not mean that respect is lost; instead, respect will need to be defined in terms

of respectful dialectical dialogue rather than student silence.

5. Participation or involvement in the classroom and outside the classroom in the college setting.

For example, students do not seem to be a part of decision-making at the college level in

terms of curriculum or overall college journey.

6. Descriptions and experiences in relationships and interactions between student and student,

student and lecturer, student and administrator, administrator and lecturer, and so on. For

example, the need for more friendly teachers was reported across the colleges repeatedly

during student interviews and student focus group discussions.

7. Conditions and/or constraints for developing pedagogy and classroom practices that align with

GNH were identified. For example, lecturers across the colleges reported the lack of

management support for fulfilling duties in a quality manner. The constraint of time being

one of the strongest. This was heard not only by respondent lecturers but also by research

team members feeling they did not have the time necessary to commit to the research to

maintain quality and continue working with their “heavy load” of teaching and duties required

from the college.

8. Consequences. Many times, students and lecturers related experiences are based upon

consequences. For example, presently the consequence of group learning is that some

students do most of the work, while others do very little. In a holistic GNH classroom the

sorts of classroom practices and pedagogies that would reduce these consequences include:

learning how to do collaborative work where students are interdependent upon each other.

This would include not only learning the subject content but also learning metacognition, how

to learn. Holistic GNH education expands how to learn from the individual to the collective

realm.

9. Structures and settings of the context including the college rooms, work place, housing, canteen

and so forth. In addition, structures include program structure such as the length of time of a

class, typically 50 minutes.

• Reflective researcher’s role in the process of analysis. For example, the ways in which research

team members participated in their growth and development of research skills and knowledge.


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This in turn shifted the way the processes of the PAR study moved forward.

• Word repetitions. Research team members looked for commonly used words, and other words,

whose close repetition indicated emotions.

• Local or regional categories. The terms used by respondents with a particular meaning and

significance in their setting.

• Key-words-in-context. Research team members looked for the range of uses of key terms in the

phrases and sentences in which they occurred.

• Compare and contrast. This was essentially the grounded theory idea of constant comparison. Ask:

“What is this about?” and “How does it differ from the preceding or following statements?”

• Social science inquiries. Used social experiences to explain the conditions, actions, interaction and

consequences of phenomena. For example, the descriptions of the students experience in a

class.

• Searching for missing information. When information seems incomplete or confusing, research

team members essentially tried to get an idea of what was not being done or talked about.

• Metaphors and analogies. People often used metaphors to indicate something about their key

central beliefs and these may have indicated the way they felt about issues.

• Transitions and power dynamics. One of the discursive elements in speech, which included turn-

taking in conversation, offered information on cultural norms and meanings.

• Connectors. The research team members constantly negotiated the connections and interpretation

of terms used by the respondents. For example, the term ‘make’ as in we ‘make the student

learn’ was interpreted in the context of our data to imply ‘to try,’ ‘The research team members

tried to give opportunity for our students to learn.’

• Unmarked text. An examination of the text that had not been coded as a pattern. The research team

members in the second round of analysis, while rereading data sets, attended to reviewing the

parts of the data set with no codes.

• Overview. The research team spread out all coded data sets to view as a whole. Eyeballing or

scanning the text searching for circled words, underlined statements, colored highlighted

places, drew lines and arrows down the margins to indicate different meanings and coding,

and identified patterns that appeared visually. Once this was completed the research team

members discussed significances. The research team did this both individually and in small

groups. Research team members collaborated to label and pull together patterns that appeared

throughout the data, eventually organizing the patterns into themes.

While marking the raw data and field notes, the research team kept a list of the patterns that

were constructed and a short definition for explanation. When the first round of analysis and summary

writing was completed, the core research team again reviewed the raw data to ensure the patterns that

emerged were used consistent, checking with the originally developed definitions to be sure the code

given fit with the meaning of the raw data.


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This critical micro-level work required repeatedly looking at the passages, doing a dialectic

dance between an idea about how text is organized and comparing it with other examples from other

data sets, figuring out what the research team members were looking at, how to look at it, and why

they gave it the meaning they did. That critical analysis came out of the numerous cycles through the

massive amounts of thinking about the raw data, and the intuition and serendipity of the research team

members.

As the research team members moved forward in the data collection process and patterns

repeated, the research team members began to identify common patterns and started to develop a list

for future analysis moving the coding process from a heuristic process to an objective process. As the

researchers read through the data sets the number of codes or patterns evolved and grew. Eventually

over 180 patterns emerged.

The core research team believed it was necessary to sort them into further groups to reduce

the number of associations with which we were working. The research team members did this by

grouping interrelated patterns organizing them into 22 themes. The research team members then

sorted the themes using a hierarchy system based upon strength or the number of times the patterns

that made up the theme, appeared in the raw data. This is what Strauss and Cobin (1990) refer to as

dimensionalising. Dimensionalising and categorizing raised questions about the relationship between

codes. In this way, the development of reorganizing patterns into themes formed the basis for further

key analysis of the data.

At the end of the analysis process, the research team went through a reanalysis process where

different research team members, different lecturers (not part of the research team), and two other

research assistants (not part of the data collection process), reanalyzed the data sets.

Data analysis in summary

The analysis of the data made it possible for PAR research teams to uncover, expose, and

consider the complexities within their colleges. During the baseline round, categories and headings

were generated from the data informing future rounds of the study. The research team members

recorded and transcribed short notes taken during the discussion, interview, or observation, into long

notes on the computer within 24 hours after the interview, meeting, or observation. The researchers

then sorted through the raw data coding, and developing categories and patterns either previously

identified or those that were emerging. Both the interviewer and note-taker read all notes. At the end

of the day, the analysis and summary were shared with the entire research team. At this time the

research team members took all the data sets of the day and collated the coded patterns. At the end of

the week, the research team members combined all data sets taken at the college and combined the

themes ranking them by the amount of times the theme was discussed. Conversations about

challenges, successes, doubts, and other concerns that emerged during the week, were discussed and

then addressed. After each college visit and data collection process, the research team members held

discussions to adjust and make minor modifications to the categories.


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Lastly, a plenary was held at all c the colleges. Plenary discussions are large group discussions

during the feedback sessions on the last day of fieldwork in a given college. These were focused on

the themes that emerged using and including interactive participatory exercises led by the research

team members and recorded by the research associate. Flip charts and idea cards were produced, as

well as feedback forms. All these components were added as part of the data. There were many

different ways we established validity and reliability including: triangulation of the data, member

check, interviewer collaboration, peer debriefing, negative and positive deviance analysis,

confirmability, and bracketing. Most of these methods were coined, or at least extensively described,

by Lincoln and Guba (1985).

Findings

This is the essence of the report! As far as the research team possibly could, the findings

section is exhaustive in reporting the data. Obviously due to time and number of pages some decisions

were made about what to put in and what to leave out. The research team used verbatim quotes from

the raw data to support your findings. The longer quotes provided are to preserve the context as well

as the meaning of the respondents’ intent. Short quotes typically can be taken out of context and offer

support with little elaboration of an idea.

The findings from any research project are always the result of attempts to interpret and make

sense of a complex reality. With the GNH PAR research study at RUB’s ten colleges, we as

researchers were seeking to understand the implications of directing the organization, development

and management of classroom practices and pedagogies. Moreover, we sought to reveal some of the

contributing factors as to how the colleges can more align with GNH and holistic education as called

for by the GNH national framework. Providing this kind of analysis is important at a time when

colleges are being urged to take more responsibility to innovate with classroom practices and

pedagogies.

The findings we report by no means provide a definitive explanation of classroom change.

The purpose of the findings section is to illustrate the opinions of lectures, students, and

administrators on contributing factors, which emerged during the baseline data collection round. The

discussion section that follows is to provide a discussion of the findings with recommendations that

were developed by the core research team at PCE. The findings and discussions are organized into 22

major key themes: 1) Quality of education, 2) Teaching strategies, 3) GNH definition, 4) Critical

pedagogy, 5) Mindfulness practices in the classroom, 6) Assessment, 7) Relationships, 8) Cultural

preservation, 9) Motivation of lecturers, students, and administrators, 10) Responsibility and

discipline, 11) Modernization, 12) Environmental preservation and sustainability, 13) Community

partnerships, 14) Resources, 15) Structure, 16) Democracy, 17) Management: Leadership, 18)

Counseling, 19) Time, 20) Learning Centre, 21) Extra Curricular activities, and 22) Double Degree.


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Quality of Education

The basic requirements of a GNH quality education include, but are not limited to an

education that is meaningful, worthwhile, and is responsive to individuals and social need. According

to the Education For All: Global Monitoring Report 2007 - The Quality Imperative (EFA: GMR), two

principles characterize most attempts to define quality in education: the first identifies learners'

cognitive development as the major explicit objective of all education systems. The second

emphasizes education's role in promoting values and attitudes of responsible citizenship and in

nurturing creative and emotional development." (p.17)

Quality determines how much and how well students learn and the extent to which their

education translates into a range of personal, social and developmental benefits. Goal 6 of the Dakar

Framework for Action (2000) emphasizes the need of a stimulating pedagogy. It is the teaching and

learning process that brings the curriculum to life, that determines what happens in the classroom and

subsequently the quality of the learning outcomes.

1. The GMR emphasizes six policy issues which directly impact on teaching and

learning:1. 1. 1 Relevant aims. Policy dialogue must arrive at a relevant balanced set

of aims describing what learners should learn and why; the development of cognitive,

creative and social skills and values; respect for human rights, the environment, peace

and tolerance and cultural diversity. These put citizenship, democracy and human

rights at the fore.

2. Subject balance - how subjects are defined, how many are taught and the time

allocated to each.

3. Good use of time. Positive correlations are noted between instruction time and

student achievement.

0 50 100 150 200 250 Theme Strength

Total Theme Strength


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4. Pedagogic approaches for better learning. Student-centred active pedagogy,

cooperative learning and the development of critical thinking and problem-solving

skills need to be present.

5. Language policy. Language of instruction is a policy choice affecting curriculum,

content and pedagogy. A balance needs to be struck between enabling people to use

local languages in learning and ensuring that they have access to global languages.

6. Learning from assessment. Regular, reliable, timely assessment is a key to improving

learning achievement. The goals are to give learners feedback and improve learning

and teaching practices. Formative assessment is needed as a complement to formal

examinations.

Given the Bhutanese educational context, how can quality education be provided? The data

suggests that currently RUB has overcrowded classrooms, insufficient class time, and inability to

deviate from the given syllabi as a few of the leading concerns expressed by respondents, lecturers

and students. A vast number of students crave a variety of teaching methods, realizing that not every

one of them learns in the same way. Lecturers feel as if they are strictly bound to their class plans, due

to academic pressure, to cover all pertinent material. At present, there does not exist a holistic

approach to education at RUB. A GNH holistic education would encompass cognitive, social,

emotional, moral, language, cultural, and physical facets of student development. In the current

educational model, there seems little room to cultivate a love and joy for the process of learning. The

current model of education at RUB emulates the colonial Euro-Indian educational system in which

many of the concepts of GNH are lacking.

Experiential Learning

A preponderance of students expressed their preference for the hands–on, experiential

learning that would maximize a number of teaching and learning methods in the class. When referring

to experiential learning, students often talked about gaining real world experience that would equip

them with practical skills that gave students confidence in their learning. The students and lecturers

strongly supported outside experiential learning as useful for their future in the work force.

Classroom settings at RIHS, for instance, simulated a real-world environment, a hospital room that

provided students with a myriad of the possible scenarios they could encounter once at work. Once

the student was literate in their skill and knowledge they then went to the hospitals to apply their

knowledge with patients, under the care of nurses and other professional health providers. Students

from other colleges including GCBS, Sherubtse, and CNR, identified field trips and learning outside

the classroom as the most profound part of their learning. The students were able to apply the theories

learned in the classroom to their communities and brought life and value to their learning.

• “Last year one teacher took us into the forest – they told us some things – very interesting to

go out into the class. Outside campus is good. We learn a lot because we can – for example –

how plants uses sunlight and gets a water – learn how animals habituated and make a


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community.” Another respondent replies, “Go outside to learn – learn how plants are growing

– see the trees and see the small plants – we can learn much more outside. Outside experience

is much more interesting than in the classroom” Another student stated that “learning outside

we learnt to identify the plants that live in our community” (BL_SCE_FGSS).

• [Only going outside} “Once or twice in three years. It is difficult to learn about environment

in classroom. It [the place we visited] was nearby so we did not learn much, but it was good

to be outside for a change. Really, usually in class, it is compact. Outside it feels little

different because outside it is a little freer, more comfortable. Even when listening you can

listen better” (Pretest_PCE_KIS).

• “Hands on experience. We should have more of activities. In case of teaching theories, using

an activity-based class, it will be better. Quality can be achieved if teacher reduces the dead

time. If time is wasted the quality of education may not be achieved” (Pretest_PCE_FGS).

• “There is one student and one lecturer. There is one model of a patient. The whole setting is

like in a hospital ward” (BL_RIHS_OBSL).

• “Courses here are based on practicals. We get a lot of experience in the hospital setting. [The

students] In India they get experts in theory. We are good in practicals as opposed to those

who went to India. We feel lucky to be here so close to the hospital” (BL_RIHS_FGS).

Relevant education for future/life

Similarly to the previous pattern of Experiential learning, relevance in education to the

respondents’ lives, correlates to the practical application of theory. At this time, most respondents do

not seem to be interested in attaining knowledge that is superfluous to their future employment

opportunities, while some respondents do see the value of education for education’s sake. The

research team believes that to uphold GNH education a paradigm shift is needed that moves toward

education as essential for personal development and growth rather than an emphasis on career

development and growth.

• “We do not have research – personal interest. If you are interested we can attend research

workshop and get some ideas. In near future. Two of the 6 have – it is still going on.” Another

respondent stated, “Getting to serve nation in near future. Better if the education system apply

in research do by groups of students in the college and can do better passing out of college.”

The first respondent continued, “We are most disadvantaged site; we do not go out of the

college. B students get to – they deal with the research. They do research and get experience

and after graduating they will have this idea to apply in work. These might be realized in their

professionals --- we do not do the research. We attend classes and attend practical and be

busy. It is not relevant in our future life – only if we can be a teacher. If we do not want to

become a teacher it is not of use” (BL_SHER_FGS).


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• “The students believe that they are not getting the education that is relevant for them to find a

job after college” (BL_SHER_FGS).

• “Students should be able to question themselves in the future. Education should be

meaningful; that will lead them to their future” (Pretest_PCE_FGS).

• “Our faculty members should be good resources to our students and to be able to guide and

mold them as engineers in the profession they would like to choose upon completion of their

courses. There is more to classroom teaching. Classroom is part of the book. Traditionally,

you have a book or a presentation. Students need to be shown examples of what they are

expected to see in the future. Give them life problems and mold them. Many problems in the

book are dead. Professional molding – what they are expected to do after 4 years, as civil

engineers, as “ECE” you are expected to do something. Once completed a course, you should

have provided them with required knowledge and skills they can use to address the problems

of the society and their country. What is the purpose of knowledge if the cannot use it?

Knowledge with which they can help themselves, others, community, and the society at

large.”

• The same respondent expressed, “To teach someone how to drive, you cannot teach them in

the classroom. Classroom is not a place where teaching should happen, but where learning

happens. I emphasize on learning. I feel guilty thinking my students have learned. “ “You can

hardly do anything in the classroom. Classrooms are one place, where a lot of learning and

teaching happens. You should convert it into learner cl so teacher becomes more of a

facilitator of the students’ learning. You should bring students to work on their own and in

their groups rather going by principles. You should also give opportunities for a classroom set

up – for learning” (BL_CST_KIAMD).

• “Quality of teaching is very good because compared to old school times we relied mainly on

our books and here we learn in theory and in practical teachings, which I feel is very good

because I am learning so much more. Nursing art room where we can practice what we have

learned in the class-very good quality of education” (BL_RIHS_FGS).

• “In practical classes we apply the theory – it is more interesting, applies what we have

learned. In theory classes – repeat once and go a little deeper and sometimes new theories.

Interesting when we learn new theories.” Another respondent added, “Practical classes, learn

more because in the theory and just imagine the things we do not know that they are really

talking” (BL_SHER_FGS).

• “We are worried about our future in 30 years. When we have a worry, we would like to

understand the relations of cause and effect. Having classes that make changes bow could be

better. We would be satisfied because we are helping and helping, we feel satisfied. “

(BL_SHER_KISM).


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Purpose of education

Questions concerning the purpose of education sparked a variety of responses that ranged from

personal self- improvement and meaningfulness to professional marketability. During the Jumpstart

workshop the 80 lecturers and administrators developed a list purposes that education served. From

this list it is clear that education should go far beyond professional growth and development

encompassing personal and civic growth and development.

• “Too much stress on marketability and employment for the students” (BL_SHER_FGL).

• “Development of an individual, how well behaved the individual is, how well they do in other

areas – also the type of facilities the students are provided in the classroom the support given

to the teachers we might have instances where we have a teacher no books and visa versa –

this all impacts the quality of education – not just marks – must be taken into consideration”

(Pretest_PCE_KIL).

• “Quality education will make the students to get employed in their jobs. This is GNH for

them” (BL_ILCS_KIL).

• “Focus of present curriculum is on academics whereas happiness curriculum focuses on

making good human being” (Pretest_PCE_KIL).

• “When I was in class 9 and 10 and there was a teacher, she taught Dzongkha. Besides

teaching what he usually informed the students, not only education is very important, what is

important is beyond education, beyond the classroom. Prayer for the gods, for the god to be

successful in life. If you pray for self and think of others and benefit for others, our learning

process will automatically be a successful one” (BL_SCE_KIS).

Student centered learning

During informal interviews, lecturer respondents described student- centered learning as

independent, exploratory study performed in isolation. However, student - centered learning is less

about independent study and more about students taking an active role in and assessment of their own

learning. The following quotes highlight students’ enthusiasm for a self-guided discovery process in

lieu of the more traditional, teacher-centered learning. Data also reveals a contradiction in the student

perception of how classroom learning is conducted.

• “We are beginning to focus on student centers. For me I find that one really interesting. We

are given topics and told to do research. Environment was not good at first and we did not

have so much exposure. [Name of the lecturer] gave us instructions, we went to the library

and Internet was not set up yet, we asked him questions. Through these processes, we learned

where we lack in our knowledge and what to improve. Student centered learning we should

take initiative towards it.” Another respondent continues, “Teacher centered learning, teachers

used to think of themselves only and they were arrogant. When asked questions, he would

have to think whether to answer or not. Student centered learning, we feel more comfortable


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because teacher can make mistakes too. In the old system, teacher could say we don’t have to

learn this topic – teachers are improving and we all are” (BL_ILCS_KIS).

• “The system of learning has changed. It is student focused. Gives chance to students to

explore and we have learnt a lot explore. Some friends are struggling with exploration. But it

is an effective teaching.” “There is a strong shift. During diploma we get handouts but now

we get soft copies. Beyond handouts we did not explore. But now we for more information”

(BL_CNR_FGS).

• “[Teaching at college is] more student-oriented. Information is given, but you have to work

yourself. Lecturer will guide us, but we have to do it on our own.” Another respondent

answered, “It is more teacher- based. We are given assignments and class is taken by the

lecturers” (BL_RIHS_KIS).

• “No prizes I feel should be given. I want students to feel responsible for their own learning. I

tell them this as well and most of my activities are in pairs and in groups, and I have them

move around the class. Miss [lecturer’s name] taught me how to engage those who do not

bother, do not bother moving either. Certain questions and first answers are not driven by the

prizes” (BL_SHER_KIL).

Feedback needed

Providing feedback can be a useful tool in the evaluation of both lecturers’ and students’

performances. Students’ responses on this topic were varied, spanning from indifference about the

assessment process and its purpose to welcoming it and seeing it as an extension of their personal

freedom. One of the respondents voiced a concern over the assessment methods employed,

specifically having a lecturer present during an evaluation session. Lecturers articulated difficulties in

providing individual feedback due to large class sizes and insufficient class duration.

• “Lecturers are friendly and cooperative. They don’t just make us take notes, but ask us about

their way of teaching and how they should improve. We also ask questions” (BL_ILCS_KIS).

• “Feedback, so actually we have a culture of feedback. For feedback, we are not having much

for the tutor. Feedback means group of classes they are writing and they monitor teacher

looks of feedback for himself. Not much sense, so people are doing like that – so let them do

and the mode of teaching is as usual. If there is anything wrong and improved, please give to

the hierarchy. I rarely give feedback --- if the teacher uses the projector and give some note,

what I am giving – coming to class and dictating the note this is private lecture and cannot

finish the notes” (BL_SHER_KIS).

• “Yes, give it [feedback] in writing or we call parents if students are not doing well.” Another

respondent continues, “We write it on the paper. There is no 1-on-1 because of time

constraints and the number of students. It makes difference-giving feedback. Time constraints

make it difficult to give feedback” (BL_SCE_FGL).


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• “Collecting feedback from students can help us find out” (BL_JNP_FGL).

• “Regarding feedback, I never wrote positive or negative. They have done their work, why

would I criticize?” (BL_SHER_FGS).

• “Students are given freedom to assess lecturers at the end of semester. Usually, if no negative

feedback, lecturers come and share their feedback. I feel, it is not fair to come in and share

feedback with their students. Lecturer should not be in the room while we are giving

feedback, but [on the] positive side, lecturers try to understand what students are really

feeling so they can correct what they are lacking in. Now, I will give you assignments before

time. Overall, feedback is working well” (BL_SHER_FGS).

Body language

While conducting classroom observations, researchers noted lecturers’ eye contact, body stance,

audibility, movement across the room, and the level of engagement with students. As indicated by the

data below, a variety of behaviours were observed.

• “He goes to board talks to students with his back to the students while students answer and he

notes the points” (BL_NITM_OBSL).

• “Lecturer is very expressive in his body language – gesticulates, moves his body, his voice

projects loudly, and he leans forward, to his students” (BL_ILCS_OBSL).

• “Lecturer walks over to each group. Lecturer stands in front of the class, voice projects across

the room, maintains eye contact with students” (BL_PCE_OBSL).

• “One of the students in the back asks a question. While answering, lecturer is looking

somewhere else, only to occasionally make an eye contact with that student.” A bit later, the

observer noted, “Again, lecturer is only occasionally looking at the students who posed the

question (4 times)” (BL_SHER_OBSL).

• “While talking, lecturer keeps looking at the white board, as in thought, not maintaining eye

contact with students. Also, lecturer stands sideways, in front of students”

(BL_SHER_OBSL).

• “Lecturer’s body language is very relaxed, his voice projects across the room and students’

shared opinions and laughter indicate a very casual relationship between students and the

lecturer” (BL_SHER_OBSL).

• “Lecturer maintains eye contact with students around the room” (BL_SHER_OBSL).

Teacher directed and centered learning

Research responses demonstrated a preponderance of classrooms, in which the focus was solely

directed toward the instructor. This passive educational style may not provide students with a

sufficient forum to engage their teachers with questions or to develop critical thinking strategies. Most

student respondents feel that there is a need for student- focused learning. However, there were some

exceptions. For instance, at RIHS, where most learning is performed through hands-on instruction,


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there is a perception that teacher-centered learning helps new students without prior knowledge of the

given subject.

• “For pre service, teacher based learning is more important. In schools, there is nothing about

health. Students are blind regarding health. When they join here, students may not feel that

comfortable. As trainees here, students don’t know what is there. We did science in 11 and

12, so basic; human science is not taught in school. If institute gives assignments, students

may get lost in between, because there are so many new terms. It takes time to get used to

this” (BL_RIHS_KIS).

• ”I circle the point of their mistake with red ink and on the side I write the intended answer

that they should be actually writing. I usually model the expected answer. This is done for a

small group of students. However, when there is large group, I write the answer on the Board”

(BL_ILCS_KIL).

• “I am inexperienced, but I feel to reach the level of teaching at the university, we have a long

way to go. We practice same trends, it is hard for university lecturers – being spoon-fed and

giving everything ready for students. Responsible learning is important. Same for staff,

including myself – we need a lot of improvement” (BL_SHER_KIL).

Syllabus driven

One of the most compelling concerns amongst lecturers and administrators across RUB was the

pressure they felt to complete their class syllabi. Respondents persistently described such strain as

forced, unavoidable, and predetermined. Such a sense of urgency to cover the syllabus within allotted

time left the lecturers feeling restricted in their ability to employ a variety of teaching methods, and it

also prevented them from including pertinent values and perspectives that go beyond the perimeters of

the syllabus.

• “We are forced to complete our syllabus even if we leave for a month. It hampers our normal

routine – there is no substitution. It [reduction of syllabus] would help the teacher. Now,

programs are reduced to 2 years, fitting the syllabus.” Another respondent continues, “Two

years we crammed: mechanical, engineer, mechanics” (BL_JNP_FGL).

• “To be honest, I get carried away with the syllabus and topic I have to teach. I know we have

to deliver values and attitudes, but somehow I get carried away about the content and subject

matter. This could also be my syllabus – what we are covering. And the information we need

to present” (Pretest_PCE_KIL).

• “I believe focusing on the syllabus has to be done and we need to do it” (BL_SHER_FGL).

• “We do not think like that [extra efforts put in for slow learners]. We have to go over the

syllabus and a certain time frame. If we get extra time – to take care of the slow learned”

(BL_SHER_FGL).


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• “I do not get enough time to talk about topical issues. I teach physics, no time to bring the

issues. We really need to stick to syllabus and finish everything on time. I normally

encourage them to join clubs and which may help them improve as a person or reduce the

stress. That is what I do” (BL_SHER_FGL).

• “[To find more time for students] focus on curriculum --- and RUB’s program student

centered learning. Not know how much between students centered or teacher centered. What

does it mean actually to be student centered learning? How much time do we give to

students. Important issue. When it comes to time, focus on syllabus and students and then

planning, deliver content and skills. We need to be monitoring those things. That way it goes

– one cannot run away from the syllabus” (BL_SHER_FGL).

Large class size

From the discussions the research team members had with lecturers and students, as well as

evidenced from the class observations, placing college students in large classes reduced chances for

active student involvement, as lecturers perceived the lecture method to be their primary, and most

fitting, mode of instruction. Both, students and lecturers expressed their struggles with sizeable

classes. Shortage of lecturers was reported as an issue in several colleges, which frequently led to

“clubbing of the classes” that lecturers perceived as a limited forum to participate in engaging

pedagogies. Students noted the physical challenges to sitting amongst a large group of students, such

as their inability to hear the instructor and receiving no individual attention, as well as obvious

pedagogical shortcomings, including a lack of teaching strategies and a scarce interaction between

students and students and students and lecturer.

• “To be assessing fairly, number of students must be reduced to improve the way we assess.”

Another respondent continues, “The number of teachers must be increased. Policy – 32

students in the class - ratio. It is not a problem to manage students, but it is hard to give

quality” (BL_SCE_FGL).

• “With a large number of students, people in the back cannot hear the lecturer. Not much

attention is given to those students. The lecturer does not move at all. The cooperation of the

students is less. We are not able to do things practically” (BL_JNP_FGS).

• When asked, if you could add or change something in your classroom, what would it be,

respondent answered, “To minimize class size. The class size needs to be limited. We already

have a set of students, small group to study. Later, the repeaters and everyone is added and

the classroom is very large. The teachers could interact with us more. We don’t feel like

asking them questions” (BL_SCE_KIS).

Content oriented

Research data shows a very strong emphasis on content oriented teaching, in which lecturers do

not see the need for pedagogy or teaching skills. A perception that teachers can be effective educators


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without possessing pedagogical skills is especially prominent in technical colleges where practical

skills are acquired through hands-on activities.

• “It’s technical college; subject knowledge is important we want training in practical rather

than teaching skills” (BL_JNP_FGL).

• “Some teach without any entertainment focusing on the theory part only not the student”

(BL_RIHS_FGS).

• “Learning should not be just about studying the content but about learning to live together

where the students can contribute to the class, to the community, to the school and to the

nation as a whole” (BL_GCBS_ADM).

Professional development

With the exception of some lecturer respondents, appointed in technical colleges, who did not

view learning how to teach as significant as their mastery of the course content, most respondents,

students, lecturers, and administrators alike, expressed that ongoing professional development is

beneficial to those who would like to continue to update their own knowledge on the ever -evolving

teaching strategies and to learn how to adequately meet the needs of their students. Some

administrators, additionally, emphasized the importance of teaching colleges and their role in training

future educators. Although reported that professional development opportunities were offered as

needed, some lecturers and administrators stated they did not get a chance to participate in trainings

while they would like to transform their own teaching and learning processes.

• “Teaching is challenging and a noble job. You need to convince students and students need to

believe in you. Do they really have that skill? Am I really delivering the message that is being

conveyed to you? There are training colleges. There should be training for teachers and

briefing on how to psychologically handle the students” (BL_CST_FGS).

• “We have not been trained. We came directly here from school. I have been working here for

2 years with no training.” (BL_SCE_FGADM).

Experienced teachers

Students viewed lecturers who possessed a wide array of pedagogical tools as experienced.

Lecturers’ number of years teaching never was discussed, moreover, students equated lecturers’

experience with their qualifications and teaching ability, both of which were perceived to have a

strong impact on student learning and academic success.

• “Why students failed in exam, lecturers asked. Fresh graduate lecturers are posted here

teaching students. They should undergo some teacher training program before they teach us”

(BL_SHER_FGS).

Pedagogy is lacking

Overwhelming majority of respondents recognized their classrooms as void of a range of

pedagogical methods. Research revealed a gap between what some lecturers at technical colleges


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seemed to think was relevant to their students, a hands – on application grounded in theory, and what

administrators at the same colleges perceived was necessary, a formal teacher training. Students

reported that fresh graduate teachers did not posses the ability to deliver the material in an effective

manner, suggesting additional teacher training.

• “Being technical institute, most of the faculty members didn’t get opportunity to undergo

training in teaching methodology. The training in Pedagogy sound unfamiliar since many

faculties couldn’t under go any formal training teaching. It has been good for faculty to know

about it. CULT Center of University Learning and Teaching in Samtse is supposed to look

after all of these” (BL_JNP_KIADM).

• “For me, there should be a lecturer who can deliver and interest his students so students want

to learn from that particular teacher. There should be such a teacher and every teacher should

be like that. Some teachers don’t take attendance, but students come in because that teacher is

so good. Currently, our lecturers come shortly after they graduate. Do they know how to

deliver? They have the content, but they don’t know how” (BL_CST_FGS).

• “What I see, all of us here in the college, engineering professionals, we have not gone through

formal training on how to teach. I am one of those, so what I would like to see is at the

university level, training all faculty staff on how to teach. Although people say, unless you

know how to teach – we address what to teach, but we have not addressed how to teach.

Having known how people learn is important. If we don’t know how people learn, how can

we teach? People and children learn differently. We must have a system in place – and how to

deal with adult learners. We have to unlearn many things as adult learners. University should

focus on how to teach. There was a time, when we did not have enough people – we sent

them to training on what to teach, but they also need to know how. There should be a policy

that says every tutor should have this many hours of professional development in a year. It

should be made a regulation – this is how I look at it” (BL_CST_KIADM).

• “Both lecturers came, one of them had masters in computer application. I do know how he

taught math. It must be shortage of teachers. Concepts were out of head, beyond

comprehension. Come to class with formulas and ask. We had to use the formula into the

problems, no application – just direct formula use. Some people have better aptitude for that. I

could not do this, so math became a disaster after that” (BL_SCE_KIS).

Lecture: teacher directed

Linked to teacher – centered learning, teacher directed lecture refers to lecturer’s perception of

students as the only learners in the classroom as well as to a lecturer’s role as the main, if not only,

source of information. Most observed classes displayed students as passive recipients of knowledge,

who were rarely given a chance to provide feedback or to collaborate with both, their peers and

lecturers.


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• “Students are so silent.” Observer noted, “The session was lecturer centered because the

lecturer continues to lecture and feed the information without asking a question to the

students and in a way, lecturer felt that the students are tired bored as I could see them

yawning” (BL_SHER_OBSL).

• “We want fun. If it is lecture centered teaching, not applicable” (BL_SHER_FGS).

Holistic: physical health, social, emotional, spiritual

When asked to describe holistic education, respondents, including students, lecturers, and

administrators, associated comprehensive approach to education with quality and purpose of

education. Respondents emphasized the development of the whole person and humanistic value of

such education, while recognizing current academic measure of success, marks system.

• “Quality of education should not be about academics concerns only even though that is the

current trend – what are marks, how much – but when we talk about education it can be other

ideas too” (Pretest_PCE_KIL).

• ”When individual student is able to think wisely and broadly, exploring lecture, I guess that is

the quality of education. Graduates have only received certificates; quality in Bhutan is low.

He has come across many graduates from different colleges. They have learned a lot because

they finished grade 15, but they have not explored their field. This happens in Bhutan. It will

improve“ (BL_ILCS_KIS).

• “Education is wholesome, but sometimes we associate education with literacy. In education

you are responsible, mindful, caring – and that is what we are trying to do here in college, not

just literacy. We try to instill human qualities not just have students who can write good

articles, make good presentation, read and write. That is the purpose of education. Learning

has got no meaning, unless you try to be the best human being.” (BL_ILCS_KIADM).

Food Quality

Students noted proper nutrition was significant to their quality of life. In some students’ opinion,

student mess, presently managed by the college, does not provide students with sufficient nourishment

and moreover, its administrative and fiscal practices should be changed.

• “But our mess, it needs to be run as a privatized organization not shared. People who are

managing are not qualified. If given to the private organization, the quality would be better.”

Another respondent added, “We sacrifice our diet. There is no good food and if you have no

cash, you have to get it on the credit.” ”We have approached counselors but nothing has been

done” (BL_JNP_FGS).

Opportunities for students

Aware of the existing research culture at their college, some student respondents at Sherubtse

College stated they would like more research opportunities offered to all students within their

academic programs.


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• “B students they get chances to go international opportunity. I feel it would be better if we

were also given the chance to visit the areas abroad – theoretical learning. Spectroscopy, if

this device is not in our country and [we] are given a chance to go see those things we can get

more for our studies. Possible RUB – assign after enrolling, given some research and after

passing we could finish the research and help our future. We are allowed to do research and

publish book from the end after graduating. We can explore more our knowledge”

(BL_SHER_FGS).

Creativity

In a traditional, teacher-centered classroom, in which students are not active participants,

creativity in class does not generally surface as an expression of one’s style or critical thinking.

Although it was not a frequently occurring pattern in the research, creativity did emerge in two

colleges, PCE and Sherubtse. When observing students’ class presentations, researchers noted many

similarities in students’ work. All presentations bore resemblance to one another, void of any original

ideas or creativity in appearance. Researchers also observed similarities in lecturers’ PowerPoint

presentation style. When describing an ideal teacher, one of the students used the word “creative” as

one of the epithets in relation to a variety of teaching strategies.

• “Groups presentations were very similar with the naming of problem as well as the solutions”

(BL_SHER_OBSL).

• “An ideal teacher can be creative – for example teaching strategies. We do not depend on

these strategies, we come up with own --to apply to the children” (Pretest_PCE_FGS).

English language

As the primary medium of instruction in schools in Bhutan, English language is widely perceived

as essential to students’ academic success and it is also indicative of the students’ employability after

graduation. Since classes are typically conducted in a lecture style that focuses on one’s listening

skills, students expressed that development of their reading and writing skills were somewhat lacking.

Respondents suggested achieving improvement of the aforementioned skills by reading different

materials in English, such as novels and stories, and also listening to music. Some students remarked

that distribution of resources in urban and rural areas, specifically in regard to exposure to English

language in written form, created inequity in development of English language skills across Bhutan.

Fluency in English, according to most respondents, leads to bolstering the quality of education in the

country. One of the quotes below illustrates its significance and weight in the examination process, as

receiving low scores in English may hinder one from attending college of her/his choice, or it may

disqualify one from attending college at all.

• “English is the medium of learning. If we are backward in English, I think we will lack

understanding” (BL_SCE_FGS).

• “If we have good English, we can do good presentation” (BL_SCE_FGS).


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• “I have one suggestion, children should be asked to read stories, novels to improve English.

Most of my friends in class 12 got disqualified because they were poor in English. The cut off

point was 80 and they got only 54” (BL_SCE_FGS).

• “One good way [to improve English skills] could be listening and reading. Listening music”

(BL_SCE_FGS).

• “Madam, people from urban areas, they are good in English. People from remote areas, their

English should be made better.” Another respondent remarked that student from urban areas

are better in English, “Because they have availability of newspaper, magazine and in rural

areas, they will not get these” (BL_SCE_FGS).

• “Two teachers come to my mind, both South Indian, in class 11 and 12. One thing that was

very difficult – strong accent, hard to understand, compared to my favorite teacher, also South

Indian, whom I could understand” (BL_SHER_FGS).

Slow – boring

Student respondents’ immense need for a variety of teaching strategies included a range of

activities and behaviours they wanted to see in their classrooms. Instead of monotonous and one-

dimensional lectures, students expressed they would like to have an interactive, engaging class filled

with fun, games, and humour.

• “Every time we feel bored – so sharing an interesting story, riddles, give us more interaction,

it would be better” (BL_RIHS_KIS).

Number of teachers

All lecturers and college administrators questioned unanimously expressed their opinion that there

are simply too few lecturers to handle the business of instructing Bhutan’s youth. Smaller numbers of

lecturers lead to a number of problems, including overcrowded classes, in which students cannot

receive one-on-one attention and an overwhelming workload that only serves to hinder the

performance of the meager number of lecturers that are already in place.

• “How would you feel about having a teacher assistant to help you and students? One of the

respondents stated, “It would be good to have.” Another respondent continued, “Here, that

would never happen. Now we don’t have enough lecturers. We always talk about shortage of

faculty especially in the civil department” (BL_JNP_FGL).

• “Lack of teachers we are always having difficulty at the human level. Maybe having more

teachers. Teacher student ration in Bhutan could change. We need long time for the slow

learners. Contact more time with slow learners” (BL_SHER_FGL).

• “There are more number of students and it is hard to accommodate students, if there were

more tutors we could expand more knowledge” (BL_RIHS_FGS).

• “We have a shortage of teachers, so we feel bogged down by the heavy work load”

(BL_CNR_KIADM).


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Joyful learning

In many cases, student participants expressed their delight at the point in which they felt truly

connected with the lesson being taught to them. This connection also extends to their classmates and

lecturers and seems to make a big difference to those students involved in the research and the

observers who witnessed this phenomenon in classrooms.

• “I remember this teacher. He would walk in and create such an environment that I liked it.

When he is teaching, he will not go on continuing but bring interesting stories between. He

does not continue. He was such a person that he’ll connect with the age, start the lesson and

connect us with the lesson” (BL_PCE_FGS).

• “I see them talking to each other, drawing, writing, smiling, problem solving with each other

(asking each other questions and pointing to the diagram as others answer – than, they draw

as they came to a mutual agreement)” (BL_SHER_OBSL).

Audibility

Lecturer’s audibility, as indicated by our research data, has a great impact on lecturer’s

effectiveness. While some lecturers observed were not able to project their voices across the room,

making the lecture for those students sitting in the back futile, other lecturers used their voices loudly

enough for all students to hear, but their voices had no varied modulation resulting in a tedious

uninteresting voice. The pace of the lecturer’s voice, how quickly or slowly one speaks, was another

voice quality that research team members noted, which affected their own interest in the class they

were observing.

• “Although lecturer’s tone of voice increases to emphasize certain points, cadence is a bit

monotonous” (BL_SHER_OBSL).

• “Lecturer talked really fast and loud.” Observer continued, “Lecturer again talked and

explained the poem. Few students were writing and at the same time looking at their friends’

notes to catch up points they missed. Lecturer was talking really fast without pausing”

(BL_SHER_OBSL).

• “Lecturer is not very audible. He voice is not projecting across the room.” “[I, class observer,

and sitting in the back of he small class with 5 other students at the desk and fans are muffling

the sound]” (BL_SCE_OBSL).

Book centered

Along with the pressure to complete and adhere to their given syllabi, lecturers are also bound to

relying on their textbooks as a vital component in the education of their students. This dominant

reliance on text and syllabus shuts off both lecturers and students to other, and possible more

dynamic, learning/teaching opportunities.

• Not only confined to the textbooks, that was very catchy and interesting, but asking

questions, sharing experiences – when teachers open” (BL_SHER_FGS).


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Age of lecturer

Only few of the lecturers in JNP perceived that age played a role in areas of time management and

overall respect for lecturers and the process of learning. One of the respondents stated that lecturer

young in age did not receive the amount of students’ respect one deserved. Another respondent linked

a lack of respect for time and punctuality, as a sense of responsibility, with youth of both, students and

young lecturers.

• “Students are of same age as I am and they underestimate us and they are really egoistic”

(BL_JNP_FGL).

• “Most of teachers are young they take time and not determined in their profession and also

the students they don’t respect time. For me, time is punctual and I also make aware of timing

and also guide the importance of time” (BL_JNP_FGL).

Personal development

• “To enhance the education, teacher should learn himself daily. So that he can learn. Teachers

stop learning once they get the job” (Pretest_PCE_FGS).

• ”Quality is not something to hold a Bachelor or Masters – it is about civic sense – quality of

education starts from small things – at the shop, we share a chocolate, and throw a wrapper.

For me, it shows, that people who do that lack education. It is enlightenment only Buddha

had. Buddha had the best quality of education and we are lacking it” (BL_ILCS_KIS).

• “I am happy and privileged as nurse being nurse is not a small job. At first I am not so happy

didn’t know about nursing and coming to final year it is very important and valuable. In RIHS

we have lots of practice and feel privileged to be nurse student” (BL_RIHS_KIS).

• “First time I am scared didn’t know anything about nursing. Now we feel confident because

most of the important work are done by us so we feel proud and happy” (BL_RIHS_KIS).

Qualified teachers

Jobs offered to new teachers without additional teacher training or pertinent experience in the

field in which they would instruct, according to respondents, both students and lecturers, does not

create an atmosphere of inspired, innovative learning. Students and lecturers acknowledged that

information in this new age of technology has become widely accessible. Both respondents reported

that since students are able to easily acquire information on any subject desired, at the tip of their

fingers, their need for qualified lecturers with a substantial and experience-based knowledge is more

than necessary. Some lecturers recognized this as a personal and professional challenge to update and

improve their own knowledge.

• “Now students ask more questions. They have worked in the hospital ward, and they have

more questions. Nowadays, students want us to know everything. Sometimes they ask us

questions and I have to say, ‘I will give you the answer tomorrow” (BL_RIHS_FGL).


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• “We also, in the curriculum, we need to change in the society because of the exposure.

Students can look things up online and find whether lecturers know that material. You have to

be on the level and be active in updating yourself. You should open your eyes beyond”

(Pretest_PCE_FGS).

• “Why is our college always accused of being partial? Change should be in the recruitment

process. I feel that l should be recruited from the master level at least not B.Ed. School

teaching practicing, which is not applicable to university level teaching. We should take care

of whom we recruit” (BL_SHER_KIL).

• “No names, but the class I entered, we had 10-15 minutes, students complained to me, saying,

“madam we have some teachers enter and only talk about other issues, chew doma,” which

they don’t like, and most of the complaints, when I tried to understand, [were that] those

teachers were upgraded from schools and that was something they practiced there where little

children did not mind. Here, [college] students do” (BL_SHER_KIL).

Expatriates have very little buy in to GNH

According to one of the administrators, due to a high percentage of expatriates lecturing at a

college, GNH values and principles are difficult to infuse into curriculum, as there is little alignment

and no attachment to the national framework of Bhutan.

• “It is very challenging to inspire lecturers here to incorporate GNH values and principles into

their teaching methods. About 70% teaching here are from India and they do not seem

interested in, what they perceive a philosophical notion with no practical use in classroom or

everyday life” (BL_KIADM).

Teacher preparedness

• “Only few students might have done that [plagiarize]. But the point is most teachers forget to

cite the sources of their lecture notes while presenting. On the [other] hand, they are very

strict if we have missed out the referencing in our assignments” (BL_SHER_KIS).

• “Maintain own confidence. Mentally prepare before entering class. If we are prepared, we can

than teach to our students” (BL_SCE_KIS).

Academic pressure

• “If there is no competition, there is no success. You have to compete with each other. You

compare his writings and your paper and see for yourself and try if there is any problem”

(BL_SHER_KIL).

• “If we have a small curriculum and if we have less not fat, but a thinner curriculum. If less in

content, I think students can learn more. Our curriculum is fatter and students are pressurized

more. These are the measures our university must think about and adopt. We shouldn’t

attempt so many changes. I think university is welcoming lots of changes. One change this


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year and one next year. First try one and if not successful through studies, than go for

another” (BL_SCE_KIL).

Curriculum revision

In conversations about current college curriculum, administrators and lecturers expressed that

central program of study came mandated from the top in that once established all must follow

accordingly. Some respondents claimed that a curriculum with focus on the local needs and standards

would be more appropriately suited for each college’s community. Another respondent described the

new curriculum as inferior to previous years’, which was more aligned with Indian curriculum, as it

offered less content and more pressure to complete the syllabus. In this respondent’s opinion,

presently, students do not advance to higher grades with sufficient background knowledge.

Additionally, respondents conveyed feelings of frustration at not being able to engage students in

different teaching strategies.

• “If curriculum changed whereby different strategies, ideas, values incorporated, activity-

based, student-centered – that will help them. At moment, most activities are lecture.

Sometimes group work, presentations within group. Most lessons, it’s listening and not much

involvement” (BL_CNR_KISADM).

• “From learning point of view, classrooms are always packed with large number of students,

facilities always insufficient, central curriculum mandated from the top. With a local

curriculum, learning may be better” (BL_CNR_KISADM).

• “Don’t have adequate materials at a local level? Kids are learning about yaks in the south, but

no yaks there and the kids have never seen them. Today, poem about some bird that even

faculty didn’t see. Would need to plan, need to think about philosophy of education that

relates to local. Prioritize different subjects, but integrate subjects” (BL_CNR_KISADM).

• “When Indian curriculum was in place, the content was more. I feel there were many topics. It

was elaborated. When we taught that way, children had mastery of the subject. In the present

curriculum, this is not happening. Cannot finish the entire syllabus. Tougher questions are left

out for the kids. When students go to higher grades, they become weaker” (BL_CNR_KIST).

Teaching Strategies

A concern over the implementation of teaching strategies was the second most common theme

uncovered by the research. The data collected from the respondents reveals several gaps between the

strategies currently implemented by lecturers and the more varied participatory methods desired by

students. Not only was there a pronounced call for lecturers to review and reinforce lessons previously

learned, but also a focus on the practical implementation of relevant knowledge through experiential

learning opportunities. Furthermore, a significant number of students stated they would like to see a

departure from the recitation lecture style of teaching in favour of engaging Socratic discussion style


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classes, more opportunity to do practical application, and a more friend teacher and student interaction

alongside the use of more varied styles of visual aids that go beyond a mere PowerPoint presentation.

Teaching strategies need to place greater emphasis on relevant knowledge and affective skills

which typically cannot be easily assessed by tests. The analysis of the data suggests that lecturers need

to provide more space for teaching to emphasize the application of knowledge through the analysis,

synthesis and assessment process. This type of learning requires a variety of teaching strategies

beyond recall and simple understanding. The teaching strategies chosen should open up opportunities

for activities and learning experiences where students develop personal and social skills, attitudes as

they interact by learning together, participating in dialectic discussion, and acting responsibly. With

freedom from the constraints of high-stake qualifying examinations, lecturers can further explore the

use of trans-curricular, problem-posing, thematic study, and experiential learning. Using a variety of

participatory teaching strategies aims to lead the students and lecturers to more interesting, enjoyable

and meaningful teaching and learning experiences.

Interactive Strategies

Student – Student and Student – Lecturer, Participatory strategies Classes, in which flow of the lecture is interrupted at times to engage students in activities that

would facilitate and create a connection between the student and material, student and student, and

between student and lecturer, according to most respondents, would be a welcome, but a challenging

departure from a lecture-based class. Students very adamantly described their partiality to active

engagement in class, as it fostered a sense of collective learning amongst their peers. During research,

it was observed that in classes, in which more interactive participatory strategies were used, students

seemed to express a more joyful liking for the class and subject studied. One of the administrators

alluded to the curriculum change and its potential benefits that would allow students to take

responsibility for their learning as well as enable lecturers to call upon a medley of techniques.

• “If it is interesting lecture, students will move forward, but if boring they stay in the back.

The front students are involved in the learning, the rest talk at the back” (BL_JNP_FGS).

• “Had each group exchange with another group and share their answers-see and analyze. After

they get to ask, but first they go over themselves and then bring in the other group for

questions and answers” (BL_PCE_OBS).

• “[In group work], they learn to share with each other, work as a team, as a team, there is

quality in the learning, encouragement given to each other, there is equal participation”

(BL_PCE_KIPSADM).

• “Lecturer asks for a volunteer for the next activity – nobody comes forward at first. Then, one

F student comes up front. Lecturer gives instructions and asks if they are clear. Students are

laughing and chatting among themselves. Lecturer is getting the materials ready (I cannot see

from the back, I can hear ripping the masking tape). Lecturer puts a piece of paper on the

student’s back on which the word “books” is written. The student must ask the class 10


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questions to guess the word. Lecturer mentions that student is asking a lot of closed ended

questions suggesting her to instead ask a variety of questions that would bring students to the

right answer. Finally, student guesses the word and everyone laughs and starts clapping. As a

reward, lecturer says, you can take the book” (BL_SHER_OBSL).

• “Lecturer was posing questions in the middle of the lesson to the class in general but he didn’t

try to get gather and answers from the students” (BL_SHER_OBSL).

• “I would let the students do things in a more cooperative way, groups discussions, interactive

forms of teaching, cooperation” (BL_JNP_FGS).

• “The students seem to work together --- asking questions to each other and talking with each

other. They smile and giggle a bit while working” (BL_SHER_OBSL).

• “[The best class one could attend involves] Interaction between teachers and students, teacher

gives time more to students than giving lectures, encourage group discussion and when

sometimes we get board – create joke or gain our concentration” (BL_SHER_FGS).

• “Yes, if curriculum changed whereby different strategies/ideas/values incorporated, activity-

based, student-centered – that will help them. At the moment most activities are lecture.

Sometimes group work, and some presentations within group. Most lessons it is listening and

not much involvement. If give projects to students, students do interviews, students make

presentations, etc. – better for students. If students are really practically involved, they will

more actively participate. During lectures students are very silent, no interaction, sometimes

students even fall asleep” (BL_CNR_KISADM).

• “Lecturers interact, make students think critically, there are other programs with

entertainment, interactions among students – pre service and in service, and mindfulness. We

are not only learning from the books but from other components, there are cultural programs.

I think this needs to be sustained because these activities improve individuals as a whole. We

gain confidence in public speaking; these things expose us to many opportunities. Now we

can speak and we are learning new practices. This will be useful for future” (BL_RIHS_KIS).

• “Distinction made – is lecture only about speaking and speaking? Getting students’ input,

inductive and deductive, how to introduce the topic, getting info from students. I use group

work, debate (to focus on pronunciation), I give them a lot of 2 minute mini presentations to

give every student a chance to speak” (BL_SHER_KIL).

Variety

From the data collected, in addition to lecturing, techniques used in class to intellectually engage

students in their own learning mostly included a some kind of visual aid, such as projector or a chalk

board, lecturer – directed group work, recollection of the previously learned material, humour, story

telling, group discussion, and brainstorming. There was a variety of opinion on the kind of visual aid

preferred; some students preferred well organized, aesthetically pleasing PowerPoint presentations,


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while others favoured a more traditional chalk board, as the pace of the lecturer’s writing on the board

was more controlled and easier to follow than a PowerPoint presentation. Most students are aware of

the kind of teaching they are receiving, as some respondents are able to clearly quantify a small

number of the teaching strategies their lecturers utilize. In addition to student interaction and group

discussions, students showed a wide interest in use of strategic questioning and relevant examples in

class.

• “Some teachers use a projector, some simply sit and they talk or sit and give us work and then

we discuss. By using a projector, we don’t understand that much. Teacher should talk and

explain the point. Many of us prefer the white board. “ Another student went on to say: “We

would like it if teachers could come in and talk with us, entertain us.” Another student stated:

“To not go off topic, but do it in a way, so we don’t notice time passing. Also, by giving us

examples that are relevant to topic and our lives. Entertainment should be related to topics;

we don’t like lecture delivered for the entire time.” (BL_GCBS_FGS).

• “I am not biased but some tutors are very hardworking that are bringing great change and

doing good but I feel that there are some tutors that are incompetent. In the past learned about

4 kinds of teaching strategies. I am seeing that some tutors are not aware of this. Emotion and

time has not been shown here and there are some tutors that are trying hard and making us a

better human being” (BL_RIHS_FGS).

• “Now, we have a group learning environment – we guided them and divide them in groups

(gender and abilities mixed), we need to have more kinds of teaching strategies to use”

(BL_CNR_FGL).

• When asked about what strategies and skills can be used to make the learning effective, one

of the respondents replied: “Teacher should have a sound knowledge; he or she should have

effective strategies like questioning, giving plenty of relevant examples and role modeling.

Reviewing the previously learnt lesson is also equally important, giving chance for the

student to speak and finally, group discussion is very vital” (BL_ILCS_KIL).

• “New lecturers lack teaching strategies in the class. They are unable to deliver.” Another

respondent added, “That hamper having no confidence in them.” A third respondent

remarked, “We feel they lack confidence and less faith” (BL_SHER_FGS).

• “The groups are allowed to go out and have a waste walk-relaxation and brain storming, come

back and then have group discussion” (BL_SHER_OBSL).

More group discussions

• “I would like you to discuss in a pair. Discuss with your partner. You can write on a piece of

paper. Write down the points, why do we need special education in Bhutan? Please write on

the piece of paper because I will collect the piece of paper” (BL_PCE_OBSL).


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• “Work in pairs and find as many mistakes as possible in the given sentence. I will give you 1

minute” (BL_RIHS_OBSL).

• “Group work, brainstorm a particular topic – certain topic they have to discuss and tell the

outcome” (BL_JNP_FGL).

• “You say you form a group and discuss for 10 minutes. Lecturer explains how to form groups

– etc. [Lecturers says] come up with as many ideas a possible” (BL_SHER_OBSL).

• “We have open discussions, open interaction, and we take care of our own resources”

(BL_RIHS_KIL).

• “Free discussions in the class. Not only confined to the textbooks, that was very catchy and

interesting, but asking questions, sharing experiences – when teachers open”

(BL_SHER_FGS).

• “We could have more presentations from the students’ side and also more group work”

(BL_RIHS_FGS).

• In reference to what an effective lecturer looks like: “First day he entered the class, he

[lecturer] says, “Make mistakes as much as you can.” He involves the students. He makes

every student participate. He is never frustrated or get angry. Lots of video clips make class

interesting. He also explains. Asks questions on the topic taught such as “Never Give Up In

Life.” So, students come up with their viewpoints and explain from their viewpoint. He

conducts mock interviews and role –plays, which make us understand really well. He gives us

freedom of speech. He never denies any requests. He gives a lot of wisdom”

(BL_GCBS_FGS).

Visual aid: media, TV, doc, music, poetry, and art.

• “I try to make the attractive PowerPoint presentations. Then, I ask questions and make my

presentation attractive and lively. It should not be always serious. If I find that my students

are lost or feeling sleepy, I make it lively” (BL_RIHS_FGL).

• “Lecturer asks: “Is it visible from the back [projection]?” Lecturer starts adjusting the picture

to make it larger. There is a piece of white cloth taped on the chalkboard on which LCD is

projecting” (BL_SHER_OBSL).

• “Lecturer continues to explain and writes on the board to facilitate the process”

(BL_SHER_OBSL).

• “Lecturer used slides, photos to give visual representation of the instruments he was talking

about” (BL_ILCS_OBSL).

Visual, auditory, and kinesthetic learning (VAK)

• “[Lecturer] takes student’s hands and arms and repositions so student has easier time and

explains why this position is recommended” (BL_RIHS_OBSL).


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• “She had everyone stand up and stretch out their bodies. On the count of three she had

everyone sit down turn to their partner and begin to talk! Everyone talk” (BL_PCE_OBSL).

• “Lecturer and students are singing an “addition song,” clapping, (“ok, 1,2,3, and 4:” everyone

sings again – learning numbers)” (BL_PCE_OBSL).

• “Right after attendance lecturer started drawing a world map on the board.” Observer noted:

“I was wondering how that two visually impaired could know what is being drawn on the

board because teacher explained nothing on it.” Two visually impaired students seem to be

listening passionately” (BL_SHER_OBSL).

• “Although the kinds of questions L is asking are quite probing, “What is your opinion

regarding…”and lecturer is using visual (writing on the board) and auditory (speaking) means

of knowledge transmission, lecturer is mainly lecturing” (BL_SHER_OBSL).

Scaffolding knowledge

• “[Lecturer] nods her head – and then asks about dissolving the solution and let’s the student

know it changes --- asks increases or decreases” (BL_RIHS_OBSL).

Fun and Games

• “Beyond my classes I engage in fun and games also where they enjoy and also refreshes the

mind too” (BL_JNP_KIL).

• Fun and games: “Teaching they come across – through games. For me it is one way of

practicing GNH in the classroom --- teaching the concept through a game. My students learn

more, they will have fun and it is practicing GNH in the class” (Pretest_PCE_FGS).

• “[Lecturer] talks about making class environment lively for the children, especially making

math interesting for the students Lecturer takes out a pair of dice – says, “You can make your

own dice –paper, wood. Lecturer gives instructions to students how to play the game and

walks over to each desk to distribute dice (dice are big, about 1,” and made out of wood).

Students are playing within their group – the room is filled with sound and laughter as

everyone rolls the dice. Lecturer is walking over to each group” (BL_PCE_OBSL).

• “[Lecturer] starts with a fun brain teaser exercise. Students participate by offering answers

freely” (BL_SHER_OBSL).

Humour

• “Mood differs from time to time. Minute to minute it is different, but I crack a joke and then

start a class” (BL_JNP_FGL).

• “They [teachers] come to us and we talk friendly, they share their experiences and views, so

become more free. They entertain us.” A respondent added, “Some teachers used to crack

jokes to relax us.” Another respondent said, “ To make us pay attention.” The second

respondent continued, “Students will feel very drowsy, so jokes help keep us awake”

(BL_RIHS_FGS).


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Individual attention

• “Lecturer is helping another group draw the diagram. A student from the back of the class

calls the lecturer ”Sir!” to get his attention. Lecturer nods from across the room and says will

be there. After finishing helping one group, lecturer walks over to the students who needed

him and walks the group through the process of diagraming” (BL_SHER_OBSL).

PowerPoint enhancement

• “PowerPoint, sometimes some teachers are better with chalk board. The speed of PowerPoint

is too fast. I have notices the same teachers with chalkboard, they teach better”

(BL_SCE_KIS).

Engage students in their learning

• “So far we are discussing the basis of curriculum. We also looked at social present, past and

future, and human development. As I told you in the previous lesson in the class we will

discuss on learning theories” (BL_SCE_OBS).

• “How are you feeling now? Are you in a better mood? Let’s reflect on what we did last time.

Do you remember what we did?” (BL_PCE_OBSL).

• “I make time to revise previous topics (5-10min). I ask questions and we talk about it. At the

end of the week, we revise the whole week’s topics” (BL_SHER_KIL).

• “[Lecturer] Distributes the assignment paper of the previous session. Lecturer: “We will

recapitulate of what we have learned the other day” (BL_RIHS_OBSL).

Learning theory (shy, temperaments)

• “I pinpoint them [shy students] asking question those students only. 70% of students come to

me if they have any doubts; it is always in a group. Also, in the class, we group shy with

talkative ones together.” Another respondent stated, “In my case, I never give attention to that

particular, shy student. When we are outside I ask, if you have problems, come and talk to

me” (BL_JNP_FGL).

• “If I have a set of shy students, then I call the roll numbers, they stand up and give me

answers. Active classes, I can see those less willing to participate and I pinpoint them”

(BL_SHER_KIL).

• “When I was in class 11 and 12, I was a shy person. At that time, I had a Commerce teacher.

He always encouraged me to be confident and slowly by slowly, I have improved my

confidence after reaching college” (BL_GCBS_FGS).

Story telling

• When asked to describe a favorite teacher, student responded, “I had a teacher who before

reading the story, would tell the story. Sometimes he used to say in Dzongkha so that we

understand better” (BL_SCE_FGS)

Hands-on activities


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• “They do civil construction, building roads, doing project work.” Another respondent adds,

“To fulfill their diploma we have projects, so those projects we try to use. Example, a shed”

(BL_JNP_FGL).

Creating intentional classroom culture

• “One of the male students walked over to another student and the lecturer sat down in a desk

joining the students.” (BL_ILCS_OBSL).

• “When the teacher used to enter the class then, there used to be fear. I don’t want my students

to have fear. I want to make my students open up and learn. So I smile as I enter the class.

So, that I make myself as approachable” (BL_RIHS_FGL).

• “It is my responsibility. I have to smile even if I am not happy. I never show my temper to my

students. Teachers mood and manner affects students’ learning” (BL_PCE_KIL).

• “Class should start with a smile, joke, and a pleasing manner – to get a good response –

symbiotic relationship in the class. All classes – hi, how are you doing, asking helping in

every problem. Students will respond to those classes” (BL_SHER_FGS).

• “The tutor took his seat in front of his class and started working on his laptop which

continued till the end of class” (BL_SHER_OBSL).

• “If somebody sees a tiger, run away. If teacher comes in angry, students will be scared they

will beat us. Cannot share our doubts. If I am angry pouring my anger on teaching, we’ll see

on the teachers reaction not lecture.” Another respondent added, “Same if their temper is

poured out. As students, they would not show it, but will be burning on the inside. How

effective teacher is effective will not matter because of his/her mood. No peace of mind.” The

first respondent continued, “If we start hating our teacher, we will start hating the subject too

and will start performing badly, effect performance and style” (BL_RIHS_KIS).

Experiences, practical implementation needed

• “Practicals, we do it with our hands. Students prefer hands-on classes and learn more that the

lecture based classes. In practical classes, we apply theory. It is more interesting, it applies

what we have learned” (BL_SHER_FGS).

Hand-outs (ineffective)

• “Written notes are provided by the tutors. They are not giving us many opportunities to

explore on our own. There is not enough time to explore also. We get so many handouts and

if we want to go for further studies then it would be important to have time to explore”

(BL_RIHS_FGS).

• “We just enter in the class and expecting to take notes and then we hear we do not have to

take notes. They use a projector and there is teaching and they go with their syllabus and

covering the class. At last we do not get much knowledge or much facilitating, in terms of


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the course. What I can say at the beginning there should be made to take notes and not given

the notes” (BL-SHER_KIS).

Language: power, mindful speech, word selection

• “Language determines character, if you know how to speak that language well, you can

express anger in a soft way. For example, if I am angry, and I talk in a polite way, the other

person will be helpful. But, if I do not know that language well, I might be aggressive”

(BL_SCE_FGS).

• “During my high school, I ad a teacher who was a gold medalist. He did not teach properly,

he could not express properly, so I did not understand properly. We went to principal and

asked for change, but principal said, “He is a medalist. If he cannot teach properly, who can

teach?” Some teachers use language properly and we understand properly.” Another

respondent added, “If the language is not used properly, we cannot understand what he is

teaching” (BL_SCE_FGS).

• “The new lecturers lack so many qualifications in language.” Respondent continued, “With

language one can play. Speak whatever they feel; harsh words demotivate us”

(BL_SHER_FGS).

Brainstorming

• “Now how we actually do the process of brainstorming. Process – we need to identify or we

need to look for brainstorming or not. Then we form a group. It can be on any ideas ---

[lecturer] continues to explain – identify theme of using the brainstorming. Lecturer writes on

board and continues to explain concept with PowerPoint. Let new ideas or brain storm”

(BL_SHER_OBSL).

Field study sites

• “Here we get chance to learn through practical and field work. They [practical learning

experiences] are very empowering. We can learn by ourselves through experience”

(BL_CNR_FGS).

• “Through field study and hot spring learners will talk about hot spring to those who are at the

sight. Thus that will lead to GNH. On mountains we talk about herbal medicine”

(BL_NITM_KIADM).

• “One lecturer tries to share whatever he learned and he goes 15-20 minutes beyond syllabus –

example, hanging bridge. That is very useful, focus on our real talent of an engineer. We also

do site visits. They take us to construction site. That is new. They tell us that information is

also available on this page then we go to the library so we can look it up” (BL_JNP_FGS).

Repetition: call and response, drills

• “They [students] answer or repeat after lecturer” (BL_ILCS_OBSL).


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• “Lecturer used a lot of repetition. He asked questions and had students repeat after him”

(BL_ILCS_OBSL).

• “Tutor answers his own questions most of the time” (BL_CST_OBSL).

Strategic questioning

• “I learnt so much about asking questions collecting data from other lecturers and the students.

I did not realize how hard it is to ask probing questions. This will help me a lot in my classes

with students. I usually ask yes/no questions. Now I feel I can ask probing questions”

(BL_PCE_KI)

• “I though I new what a probing question was, but until I tried, I did not really know”

(BL_SCE_KI).

• “It is so much harder to teach using strategic questions or critical thinking questions. It is a

lot easier to have students respond yes or no or have a right answer. I am not sure I can teach

like this. I do not know if the students are able” (BL_SHER_FGL).

• “We like when the tutor asks us questions and we can tell our opinion. It has more meaning. I

do not want to just memorize” (BL_SCE_FGS).

• “How we develop a holistic education system, specifically in the tertiary level at RUB is the

focus of the GNH PAR study. To give our students a holistic education using different

classroom pedagogies, making opportunities in the class where students can think and act

critically, question and themselves, self reflect, and relate what they have learned in the

classrooms to real life situations is really important. Few classrooms in Bhutan utilize holistic

education practices” (BL_PCE_meeting notes).

Service learning

• “Since it is 2 years diploma program which was shorten, it might be difficult for Institute to

adjust [infusing service learning into curriculum] as a part of curriculum otherwise it is good

idea being normal courses” (BL_JNP_KIADM).

Independent learning

• [Students’ self- learning activities] Besides class, library. A lot of problems with library.

Librarians left. We are discussing what to do. Can learn at home. Time not there in school, as

all time is occupied” (BL_CNR_KISADM).

GNH Definition

GNH definition was the third strongest theme that emerged from data across ten colleges. The

data collected depicted a wide variety of attitudes and opinions in relation to GNH. Some respondents

stated GNH is about feeling happy and being content. Other respondents stated they believe GNH is a

byproduct of living a healthy and successful life, with successful having a variety of meanings.

Successful was defined as monetarily successful, successful in relationships, and success in balancing

the complexity of life and feeling internal peace. A few respondents stated that GNH was a life


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manifestation of Buddhist principles, such as the non-attachment to desire or denial and thereby

suffering. The vast majority of the respondents’ definitions and parameters of GNH was a vague,

understanding of the national framework. Therefore one of the strongest recommendations from the

research team members was to develop a working definition. A working definition was developed

during the Cycle I intervention round and can be found in Appendix D.

Vague

• “[GNH means} peace in mind.” Another respondent says, “Happiness within ourselves.” A

respondent answers, “Happiness of all.” Another respondent states, “Being content with what

you have.” Another respondent points, “Equality and justice for all.” Another respondent

further adds, “ Harmony” (BL_RIHS_FGS).

• “You have heard about GNH, can you think of some values and principles practiced in your

classroom? They [respondents] kept silent. “Not sure of what this is” (BL_JNP_FGS).

• “I don’t have much idea about GNH values and principles. I think it is about the four pillars. I

am sorry to say that” (BL_PCE_KISST).

• “We promote many [GNH values in the classroom] but without realizing it”

(BL_RIHS_FGL).

• “GNH is very subjective. How can you measure a person’s happiness, civic sense ---

complimentary not concrete. Not measurable” (BL_JNP_KIADM).

• “Indirectly or directly we are doing it, preserving culture and environment and teachers are

teaching about GNH values. Cleaning campaign, GNH is being implemented. The philosophy

is vague.” Another respondent states, “GNH has depth. Gross national happiness goes beyond

4 pillars.” The first respondent continues, “GNH is confusing. We are happy only with the

material, so how will we be happy if, according to GNH, we cannot pursue wealth?” The

second respondent adds, “GNH is an abstract idea.” “The first respondent says, “GNH says be

happy with what you have. Paradoxically, GNH will not give you happiness.” The second

respondent posits, “GNH, happiness is the state of mind.” The first respondent says, “Many

countries are eager and crazy about GNH; we don’t find this philosophy good”

(BL_JNP_FGS).

• “There have been a lot of people and writers talking about GNH. If you ask a group of

students what GNH really is, the students would not be able to explain it well. People have

not said what it is. It is not that people were not willing to tell [about] it, but the idea itself is

weak. Some way could explain in a simpler form people could understand somehow

understand better. If I know what GNH is then, I could practice and that would bring

happiness. It is difficult to explain, as it is vague especially to uneducated people. Educate

them more and make it more clear so they could really practice” (Pretest_PCE_KIS).


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• “I am not sure of how GNH being taught in classroom. I don’t know how GNH is measured

in the classroom. I don’t know how to relate the GNH with technical knowledge”

(BL_CST_KIL).

• “Not sure how to relate the course to GNH. We have to focus on the syllabus to be covered.

And also connect to the technical how to relate to GNH. Our own attitude – when the

students ask us question and have a positive – other than that we cannot relate to the subject”

(BL_SHER_FGL).

• “Classroom is not related to GNH because the syllabus is technical.” (BL_CST_FGS).

• “At first, interacting with teacher it has nothing to do with GNH. Whenever we laugh in the

class, he says that is GNH. I don’t know how related that was to GNH, but that was the only

thing I heard about GNH in the class” (BL_CST_FGS).

• “I do not see any room for me to talk about values of GNH in physics” (BL_SHER_FGL).

• “Students are very happy with their teachers. If the tutors do not come to the classes, the

students are happier and I see GNH there. When we scold them, it seems they are not happy”

(BL_PCE_KIL).

• “Broad topics happiness is wanted from every individual. I think it differs for everyone.

People with less desires will be less unhappy, people who expect high, they will unhappy”

(BL_RIHS_KIS).

• “Everyone knows about GNH, but only surface. Four pillars, nine domains. Infusing GNH:

don’t do. Talk about GNH and its importance in curriculum, but that’s all. If we infuse it (in

education), understanding of four pillars improves. “ After being asked about whether GNH

should be infused in the curriculum or taught as a subject, the same respondent answered,

“Everybody is talking about GNH, but a lot of confusion. Some fed up with word GNH. What

is real GNH? Difficult concept. Important ingredients not clear – that is what people think.

Difficult to infuse – no time, coverage fast (refers to syllabus material). Compulsion to

somehow infuse, but unclear what is or how to infuse” (BL_CNR_KISADM).

Theory / Implementation concrete

• “GNH is improving, but my question is that does this GNH really exist? It is not about an

individual, but about the gross. 70% of people are farmers and 30% are employed elsewhere.

We see farmers suffering, if 70% of people are farmers and not happy – how is the goal

completed? My question is, is GNH something that our government has acquired or is it just a

hot topic?” (BL_ILCS_KIS).

• “The four pillars of GNH shape or help them to lead better life and be better future citizens.

Education helps children to find out the importance of environment, to take good care of the

environment” (BL_PCE_KIPSADM).


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• “I’ve been a supporter of GNH, but talking of GNH and practicing it different. E.g. Eating

meat and the teachings of Buddhism. It is contradicting. It is difficult for livestock people. To

increase production for the farmers, animals need to be killed. The principles of GNH are

good. But I don’t know how we Bhutanese follow/practice them. Like the Buddhism and

compassion. It is not essential for materialistic possession” (BL_CNR_KIL).

• “12 credits per module – students are supposed to go through 16 credits – 300 for the 3-year

program. 420 for 4 years. One option as to offer GNH as a module” (BL_SHER_FGL).

• “I think our institute is also taking care of culture – started having diklam namja, kabney,

respecting traditions, and being mindful. Health for example, we need to be mindful because

we are taking care of patient, be careful how we talk to them, drugs you give them”

(BL_RIHS_KIL).

• “GNH pedagogy is felt as vague idea and some staff members felt it is somehow being

implemented which are also taught in school and other learning institution. Through this

training, it has been clearer for many. Teaching strategy though based on content, the concern

in how far it is being delivered is being looked into. Morning speeches have been happening

before GNH became popular” (BL_JNP_KIADM).

• “It depends on the subject matter you are teaching. You cannot sometimes twist your topic to

bring it to GNH values. I tend to use transparency, accountability, and efficiency. It is

required in the topic I teach, about health administration. EAT.” Another respondent remarks,

“I teach them to be healthy, and to have right attitude. Whatever theory you learn you have to

practice them with empathy, right attitude, and sympathy. Whatever they do, they should do it

with a purpose. For example, washing your hands, you don’t just wash for the sake of

washing but you do it with a purpose” (BL_RIHS_FGL)”

• “If I talk about GNH in the school, make the students comfortable. Safe and green

environment. Teaching should be embedded with GNH. Being open to the students, let the

students feel free to share” (BL_PCE_KIAPSADM).

• “GNH is indigenous. The concept developed in our country. It has a high vision, which

includes animals as well. Happiness is the ultimate aim. Where is happiness, in the materials

or spiritualism? GNH has a long - term goal and was also adopted as a millennium goal. So I

think we should respect it.” Respondent added, “Achievement will be possible if we

implement well. One can be through bringing the GNH values to the

classroom”(Pretest_PCE_FGS).

Curriculum

Data show that one’s individual happiness impacts teaching and the way one incorporates GNH

into classroom. As it is restricted to the lecturer’s role in the classroom, there is no mention of the

students’ contribution to a shared positive learning relationship.


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• “My own view on GNH is simple it means everyone to be happy. GNH in teaching means

the teacher and thought should be happy and as teacher we have to give our best teaching.

Judge them [students] and make sure they have learned and implemented. We need to put

efforts to monitor the student that’s how we fulfill GNH” (BL_JNP_FGL).

• “One thing I would like to do is bring change in the curriculum by incorporating GNH values

and making teachers teach happily. The idea of role modeling must go into the students’

learning. Students should realize that we have to live happily; happy teachers produce happy

students” (Pretest_PCE_KIL).

• “Whatever the content is, we ask ourselves, are GNH values in it? When you deliver content,

define the values that relate to day –today life. That way, upon graduation, students will

have all of the values and will live happily. If I teach division, take for example apples.

Mother brought 5 apples, sharing values. When you divide, you share. “ Another respondent

shared, ”I teach economics. GNH is there because we teach about resources, population. In

resources, in the process of teaching, we bring GNH values and principles. Knowing the facts

that resources are limited. We explain the efficient use of resources.” Another respondent

added, “I teach Dzongkha. GNH has come from the Buddhist texts, when I teach about the

cause and effect, we should always desire for the good. Students should manage 9 virtues.

Now the prostration, chanting mantras and giving a good thought” (BL_SCE_FGSTS).

• “For people, to be able to understand GNH, curriculum should change – integrated part.

Modern curriculum is totally subject-based, there is so much to be covered, and focus is on

exams. Therefore, GNH is difficult to infuse. With in-depth learning would serve best

purpose. At moment, only talking more about people needing to be happy, etc.”

(BL_CNR_KISADM).

• “Basically, when you talk about quality, I don’t see GNH as a separate subject – it is a

holistic way. People mistakenly believe that quality is reading, writing, passing exams and

having unrelated information in your life. I don’t think that is the way. Our education system

has come from the West. Experts, consultant brought their own cultural views. Now, our

government, in the late 80s, realized that we had followed Indian curriculum –it was a legacy

of India and we had no choice, we had no manpower, doctors were trained in India and they

also brought their own values. Government, now, with GNH is actually preserving cultural

heritage, spiritual and national identity, environment and how to be in the world, that although

we are a small country, we can make a contribution. Bhutan acts in a holistic way and it will

not deteriorate. Our education will improve and become people centered, need centered. That

would be my perception integrated GNH” (BL_SCE_FGL).


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• “We talk about equality, even in math when we talk about subtraction: Karma had 5 apples,

his friend Dorji stole 2 apples. That is stealing, which is a negative value. Instead, we say:

Karma shared 2 apples with his friend. Rephrase instead” (BL_CNR_FGSTS).

• “In the problem given, Karma has 5 cows, His brother snatched away 3 cows. How many

cows does he have? Nowadays, our lecturer gives the problem as: Karma has 5 cows. He

shares 3 cows with his sister. How many cows does he have?” (Pretest_PCE_FGS).

• “Physical education – very important – the content should have value related parts for GNH”

(Pretest_PCE_FGS).

• “Our minister of education to implement GNH education in schools. In upcoming years, I

think every subject we have to keep in mind, but our main philosophy must be GNH – we

must interlink this concept with the subjects we teach. I will try to do so”

(Pretest_PCE_FGS).

• “Dramatic Arts Ideas/projects: Write scripts; use art of script writing as a powerful way to

make change. Use drama as a tool to talk about GNH values. Interactive, holistic. Language

and actions-pair share, story telling. Vocal warm ups” (BL_PCE_OBSL).

• “For example in a mathematics lesson, I have five cows, 3 died. How many cows were left

with me? This can be put into a different way, I had five cows, and three were taken to the

higher mountains. How many are left with me? Children are happy when we use the second

example. So we always try to put GNH in our daily lessons” (BL_PCE_KIPSADM).

• “GNH, why doesn’t the minister of education come up with GNH in the curriculum? Why

don’t they bring GNH into the curriculum?” (BL_RIHS_KIS).

Alignment with Buddhist philosophy

• “GNH initiative – I personally take it as a noble endeavor – new pedagogies will be created –

it is Buddhist philosophy (regarding every sentient being as your mother and father –

interrelated). Today, if you look at your parents, we have so much gratitude for them. If we

are grateful to them, how grateful are we to our past parents. This is just the philosophy I am

talking about it. So, the initiative brings everyone opportunities to be happy and have all of

the qualities to develop as good human beings. GNH pedagogy is an initiative and a noble

goal – by 2014 GNH could be practiced not only here but the world too. The world is never

perfect. We are not perfect. Initiative of GNH is to make us perfect, but samsara is endless.

But, the fact is that this conscience is here. Maximum number of students here is satisfied,

staff employ pedagogies that make students feel comfortable and with desire to learn more. I

would like to see this place that students want to come here because of the human touch not

only academics. There is enjoyment and fun; that would be my vision”(BL_ILCS_KIADM).

• “I think GNH happiness is about being free from suffering. Al sentient beings are being

divided by suffering. How to get rid of suffering? As we get the ultimate truth that is called


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Denba, when we get rid of the cause of suffering, then you will attain the ultimate bliss of

happiness. “ “ We all have a Buddha nature and one day, all beings will achieve GNH by

being enlightened. So, it is achievable” (BL_ILCS_FGL).

• “GNH is not in the solid measurable form. It is about our perception – Rinpoche said opening

your heart. You keep opening your heart and that way you can feel the love. Remember how

your grandparents loved you and how you felt when they loved you. Even with your parents,

we want to make others feel like that. You try to love others so they can enjoy the same

feeling you felt. If we are able to approach people by quality of education and making others

understand, quality of education will improve so will GNH too. We are a small country that

can easily achieve GNH. Enlightenment, happiness is to understand self and others”

(BL_ILCS_KIS).

Fulfillment of desires, materialistic

• “GNH is a jargon and also our guiding principle. If a farmer is happy producing what he

requires, that is ok. Farmers can earn more with services. But they will be greedy and want

more. For example, with the roads now, even farmers think of getting a second car. Then they

think of Hilux and they go further to get Prado. They feel that their social status is high they

need to improve themselves. I say this is Anti-GNH” (BL_CNR_FGL).

• “GNH means contentment in the whole people or population not only for the high status

people. As far as I know GNH does not exist in the rural areas. The concept of GNH is

wrong. For example, like [name of the college staff member] in our college, he is suffering.

He should be paid more to survive and keep him happy” (BL_PCE_KIL).

• “We can clearly understand [that there is no GNH in rural areas] and I have seen that people

in the remote areas work from as early as 5am in the morning till 8-9 pm in the evening. Their

lives start from dawn to dusk. Those rich do not have to do that. They travel in luxury cars, go

where ever they want and it’s in their hands whether to work or not. The boss will give the

work to people under him and they hardly work. For example, if we take two lecturers, one

very sincere and the other not, but at the end of the day, both are equally paid”

(BL_PCE_KIL).

• “If it is GNH country, there should be enough resources” (BL_PCE_KIL).

• “Well, talking about GNH, I don’t know much, but for me, it means happiness. It is a

prevailing factor in our country. It is being engrossed by our monarchy and it deals with

pillars and our country is doing great things supporting pillars. If people are happy there is

GNH, though pillars are being promoted, people are, and I don’t think are happy. GNH is a

difficult task. I don’t feel people are happy.” Respondent continued, “Happy if provided

necessary means. Government has not done that yet. Western parts of Bhutan have more

resources, others people are not much happy” (BL_SHER_FGS).+


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• “GNH philosophy is really great. If we practice GNH, happiness is good. Happiness is more

important, but who doesn’t love money. GNH philosophy is good, but if not practiced, it is

useless” (BL_SCE_FGS).

Interdependence

• “How certain practices can lead to unhealthy life. Such life styles can finally lead to

happiness or unhappiness. Mind, body and action how one should react. Ultimately how it

leads to happiness” (BL_NITM_KIADM).

• “Life Skills help. It helps us take our life in the right way. If we do a favour for a friend. She

becomes happy, I in turn become happy. What term is that called? Inter-personal skills”

(Pretest_PCE_FGS).

• “My opinion it [mindfulness and GNH] is absolutely related. GNH is mainly to do with the

people’s happiness and their solution. Mindfulness practice makes us think twice before we

act. It makes us do whatever we do calmer. GNH aim is the people’s happiness and if we are

happy then everyone’s happiness comes. I don’t know how to put it into words”

(BL_PCE_KIS).

Awareness, being awake

• “Now, GNH – it is a very complex term. Many people make further conclusions. When you

use this national word, you are talking about nation, society. When GNH is propagated by the

state, then it is hard to connect it to the individual level. Facilities, structures, social

arrangement but, on an individual is happiness – the word is captured. The term is loosely

used in different context. GNH is used as a synonym for happiness. People think it as parallel

to happiness. From a state: preservation is one pillar – from an individual perspective, GNH is

more about disciplining the mind. Mind is the determining factor. In the personal perspective,

GNH is all about happiness which is connected to the function of the mind, how you establish

yourself in the society, how you deal with people and how are you cause of someone else’s

happiness, taking a leading role in the conducive environment and others are happy through

your initiative. If you are mindful, you are in control. If you are angry, you can be aware that

you should not be acting furiously – being mindful creates space to reflect on that. When the

anger is gone, you feel awkward – if you yelled at people. Mindful is basically guiding your

personality.” (BL_ILCS_KIADM).

Individual / collective

• ”Very important, I think it reduces the gap between the rich and the poor. It focuses on the

happiness of the whole nation, not only on the individual. In developing countries, some

people may be rich but there are beggars on the street – but we stand on our feet.”

(BL_CST_FGS).


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• ”Happiness is for the community not for the individual. Happiness is GNH. Community

vitality is important. As a whole, if it is happy, individual then comes” (BL_JNP_FGS).

• “I firstly heard in economics, grade 9 and about GNP in other countries. Than I did not know

about it, but now I think GNH may become GGH, gross global happiness. It is not something

that can be bought – it should come from inside. We should be happy spiritually and

materially. We may blame others for our health, mood, and other factors should be good too.

GNH includes the whole country and for the whole country to be happy it should be close to

perfect. When everything is fairly distributed than only GNH will be applicable”

(BL_SHER_FGS).

• “I am not generalizing; GNH is one of the best philosophies I have heard of. We have to

thank our 4th king, our best philosopher we have. GNH helps others. We are Buddhists. Main

thing is about being happy, we can see all of the elements in it. All elements of other religions

can fit in that too. Even though it has been edited to the millennium goal, we can promote it

because we know that money can provide comfort, but not happiness. GNH can be accepted

globally” (BL_SHER_FGS).

• “GNH for me personally, is whatever you do in a day; if you are happy at the end of the day

that is GNH. If one is happy, community is happy, if [community is] happy then nation is

happy” (BL_SHER_FGS).

• “I think GNH is not for individual but happiness in society. Till now I could not grasp the

concept of GNH properly but that is what I feel” (BL_RIHS_KIADM).

Rhetorical jargon, negative attitude

• “Happiness as a whole – how far is it true, we don’t know. It has some pillars…(names them).

As individual, it does not prevail. Social violence, party night, there are fights. One of the

pillars, promote culture – who is promoting it? Everyone dresses in a western style. No

preservation of environment” (BL_RIHS_KIS).

• “Need to sent them for exposure, may be out of Bhutan in order to learn from other good, so

that some values can be implemented in the classroom providing more opportunities for

student learning. I am totally against GNH and I don’t see it in Bhutan” (BL_PCE_KIL).

• When asked, “What would be an ideal college work situation for you,” one of the respondents

replied, “Money.” Another respondent added, “We hear about GNH, blah blah. At the end of

the day I wish we had money, we do calculations” (BL_JNP_FGL).

• Scientists find it difficult to understand such philosophy, unlike social scientists do. How can

happiness be measured? Foreigners seem to understand principles of GNH. Bhutanese

students do not appreciate GNH” (BL_CNR_KISADM).

GNH standards and indicators


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• “GNH has certain indicators, I am aware of the measuring tools. That is on government level.

For me, individual level, collective, every child has access to education; families are not

dying because they don’t have meal, no frustration with the corruption, system. We live in the

country and we are blessed to be Bhutanese” (BL_SHER_KIL).

Too restrictive

• “To me, unless you are running a special GNH module, it would be very challenging to

incorporate GNH in the content. But, you can use GNH values and principles in the delivery

in the existing content.” When asked to provide examples, respondent replied: “You take the

core of engineering math, what values and principles can you infuse? (Respondent asks a

note-taker, “Can you help me, which ones are there?”) Shall we put all pillars in the content? I

think.. What are the GNH values and principles? You are happy, someone around you is

happy, society is happy, the world is happy; it is gross national happiness. Happiness is a state

on a real state of time basis. Putting in content, engineering core subjects, I don’t see it being

very realistic, but you can teach the values and principles. For example, simply as you are

teaching how to estimate costing, teach students what if you used a wrong proportion, what is

the effect? When you are doing measurements, what is the implication, if that money was

saved, then you can bring a lot of examples in the teaching learning. But, putting the core

values…somehow I think it may be difficult. Of course, teaching, you can bring in GNH

values and principles in how you as engineers can stop corruption, can influence others not to

be corrupt, and how you will benefit yourself. I am sure people will be willing to accept.

Quality is another thing you can bring in“ (BL_CST_KIADM).

Fulfillment of needs

• “My sister really understands our family problems because we are in the middle class. She

has taken her examination and has qualified. There is GNH. My parents are really happy

about that. Even a single family member can contribute to it” (BL_ILCS_KIS).

GNH tools for assessment

• “We need to have constant follow up of the GNH input. For example, this GNH interview is

first of its kind. People should constantly check and balance on GNH”

(BL_PCE_KIPSADM).

Sustainability

• “I cannot answer, the gaps are widening and there is textured difference. Few manufacturing

companies are coming up in Bhutan. There are less executive holding posts. CEO kinds of

posts are very rare. There are limited numbers of doctors and engineers, and managing

directors. NGOS and UN – charities. Human index – we have laws to do that. In most

remote areas, people have no lights. Gave a lot of index. So many NGO’s and charities even

from the UN. CPI: rose from 5 to 5.7. Press freedom 38. WK – 131. Bhutan economy as the


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World Bank states is 64. Looking at all this forces the coming up of huge projects, global

climate change, global catastrophe, how long can GNH hold up” (BL_JNP_KIADM).

Relationships, social gatherings

• “Camping, picnics with our teachers. [That is GNH]” (Pretest_PCE_FGS).

Rubrics / Affective domain

• “It started with a small concept, GNP that was measured. Our 4th king deliberately said that he

is after not GDP, but GNH. Those little words became now a debatable topic. For me, it

confuses me at times because happiness is hard to measure. What I found out through my own

experience, there is unquenchable desire. It does not matter how much we have; we want

more. Then, coming to this, we have 4 pillars. I like spiritual and cultural conservation. I had

a friend from the west, I asked him why he came to Bhutan – you know, you are spiritually

rich. The rest of the world has lost its spirituality. GNH can in a way measure the science of

mind, the feeling and emotions are very accountable for happiness“ (BL_CST_FGS).

• “Our views should be respected and I should respect others. If I stand and say the answer and

might be wrong but my tutor always supports me with their answers and it makes it and me

more confident makes me do more writings. Respecting each other’s views and beliefs is

GNH” (BL_PCE_KIS).

Critical Pedagogy/ Banking

Contemplative critical pedagogy utilizing a variety of participatory teaching strategies,

especially co-operative learning, is described, as the heart of the colleges’ needed changes. Data

compiled by researchers clearly demonstrated an absence of pedagogical development beyond the

banking knowledge style of teaching employed through an adherence to the lecture style of instruction

and test and quiz assessment. The ideas of critical pedagogy put forth by Freire (1970) in response to

traditional formal models of education where the “teacher” is the authority and stands at the front and

“imparts” information to the “students” that are passive recipients. Freire referred to this type of

schooling as the “banking” method of teaching.

Critical pedagogy recognizes the problems of society as more than simply isolated events of

individuals of deficiencies in the social structure. These problems form part of the interactive context

between individual and society. The individual, a social actor, both creates and is created by the social

universe of which s/he is a part. The two are inextricably interwoven. For the critical educator, there

are many sides to a problem. Knowledge (truth) is socially constructed, culturally mediated and

historically situated and students need the opportunity to engage in praxis (informed action) that is

guided by phronesis, the disposition to act truly and rightly, (Darder, 2009). Teaching and learning

then become a process of inquiry, of critique and of constructing knowledge building a social

imagination that works within a language of possibilities. Knowledge is relevant when it begins with

the experiences students bring with them from the surrounding culture; it is critical when these


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experiences are shown to raise contradictions and it is transformative when students begin to use the

knowledge to help reduce suffering and empower self and others to live a just and righteous life.

Dewey (1916, 1998) saw the necessity for cooperation and community support for the

individual. He directed attention to the ‘social medium’ in which the individual growth occurred and

to the mutuality of significant collective concerns. He was aware that the principles and assumptions

that gave rise to public schools curricula were taken for granted, fundamentally unquestionable,

therefore a method of social inquiry had to be developed to develop rational insight and dialogue

increasing the ability to understand and live with compassion reducing inequities that foster suffering.

Emerson (1983) sought to rouse his listeners to create their own meanings, to think for

themselves. Thoreau (1849) wanted students to reject their own self-exploitation, to refuse what we

would now call false consciousness and artificial needs. He was intent to naming his lived world, the

idea of freedom solved little; students and teachers had to take action to achieve their freedom with

responsibility in which they saw as the fundamental power to think, choose, and act for the good of

the whole.

The observations completed by the research team members observed a few classes using more

dialectic approaches in the classroom, applying relevant information to the students’ lives, and make

use of strategic questions to support the discovery of knowledge, however, these cases were few to

find. Most classes seldom advanced beyond yes/no questioning leaving students little opportunity to

critically analyze or reflect upon the lesson and its relevance to their lives. The research shows that

respondents see a need for the continuing professional development of lecturers in varied pedagogical

methods, teaching strategies, foundational principles and skills of contemplative critical pedagogy,

and in the development of infusing relevant examples in the classroom. This requires the lecturer to

bring in current social, cultural, environmental, political, and economic issues to critical think and act

within the subject matter under study. In this way, the student cognitive, ethical, and societal decisions

that are made after college will be based in a process that is more likely to be a conscious process of

analysis and reflective inquiry.

Lecture style

Data show that lecture style presentation is the most dominant method of instruction. Some

respondents claim that lack of infrastructure and urgency to cover syllabus in time are the main

reasons why they resort to lecture style of teaching.

• Respondent claims to engage in lecture style: “Mostly through oral teaching”

(BL_ILCS_KIL).

• “80/20 learning technique: 20% in the classroom and 80% from hard work. From my

opinion, it is the opposite here. We are only spoon-fed“ (BL_SHER_FGS).


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• “Lecturer was still talking and the students were listening they were quiet and looking at the

lecturer. Only a few times students were taking notes and there was not talking amongst the

students” (BL_SHER_OBSL).

• “Lecturer wrote on the blackboard and continued to lecture and explain”

(BL_SHER_OBSL).

• “Lecturer is still only lecturing (11:40am to 12:15pm) and still standing in the same place,

sideways” (BL_SHER_OBSL).

• “[At 12pm, Lecturer] Explained the biography of the playwright through slide presentation

and lecture (Observer noted: deposit of knowledge). Students merely listened to the lecture

and did nothing else. Note -taking was not evident. 12.15pm, the lecturer still continued with

the slides, explanation and lecture. “Criminals need to be punished-they need to be reformed.”

(Observer noted: How do you discuss this at deeper level and bring personal stories and

experiences?). 12.20 Lecturer lectured. (Observer noted: absence of students’ interaction).

“Who can heal Africa’s wounds?”(Observer noted: This could have been deliberated at length

as it had potential for internalization)

• 12.30 lecture still and his laptop. “Sex is a difficult topic to talk about here.” (Observer

noted: How? Do you discuss further and create opportunity to find out the truth yourself?

What do students have to say?)” (BL_SHER_OBSL).

• “2nd PowerPoint slide, [lecturer] reads the slide and expands, 3rd PowerPoint slide,

[lecturer] reads the slide and expands, 4th PowerPoint slide, [lecturer] reads and expands, 5th

PowerPoint slide, [lecturer] reads and expands, 6th the same, and so on” (BL_SHER_OBSL).

• “Talks and describes experiment: Included the steps and what to expect in his description”

(BL_SHER_OBSL).

• “For me, it depends on the topic which I am teaching. If I am teaching about diseases, I use

case study and scenario method. I give the scenario and students study and discuss. But if I

am teaching some theories, I go for presentation and lecture. Sometimes because of the

infrastructure, too many students, small room, and syllabus to cover, most of the time we end

up doing the lecture.” Another respondent shares, “I do the same. We also follow the lecturer

method as well as other methods. It depends on the topic. So do case study method, group

presentation and lecture” (BL_RIHS_FGL).

• “I use the scenarios from the text. Then I adapt it to the scenario in Bhutan. And sometimes it

somewhat seems like a challenge. When I ask students what methods they like, they respond

that they want to go with the lecture. I never got a concrete answer [why]” (BL_RIHS_FGL).

• “During our time, no technology, no lcd, we were using overhead projector, transferences,

there was not much role modeling, demonstrating, or to bring audio visual. Teacher would be

coming to class and keep on continuously teaching, not concerned whether students were


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interested. We too, did not feel interested, during exam, we were worried. The best part was if

teacher did not come. Now, curricular activities with students with talents” (BL_RIHS_FGS).

• “Teacher holds the book and explains the chapter by holding the book. Reads from the text

by looking at the book” (BL_NITM_OBSL).

• “They [lecturers] are tired and hectic.” Another respondent adds, “The lecturer just uses a

lecture. If it is 3 - hour class, the one hour is a lecture and the 2 hours is practical for what

they had been thought.” A different respondent states,” Lecturers just use a power point and

talk.” “[There are] very few group discussions. Mostly lecture style” (BL_JNP_FGS).

• “New lecturer from India – for that we are not getting so familiar with him and whenever we

ask question he is not around. He is not coming with anything to class. He just dictates –

[even] if we are not getting the point. If we can ask for the last semester’s --- the lecturer”

(BL_SCE_KIS).

• “The first 50 minutes is a lecture, then we have 10 minutes of questions. They usually …

they ask to solve numerical problems as the homework. They can learn better in this way

(BL_JNP_FGS).

• “Lecturer was expressive in his body language (students laughed and seemed very relaxed),

using visual aid, and was taking time for students’ questions. However, lecturer was still

mainly depositing knowledge” (BL_ILCS_OBSL).

Relevant examples

When delivering material, lecturers can ask students about creative solutions to relevant problems

in Bhutan.

• “I give them the theory and always base it on real life examples. When I use examples from

real life, students enjoy. Students don’t have experience. So when we share with them

examples, success stories and challenge stories, they learn more. We must always link their

new learning to real experience, go back and forth.” Respondent continues, “I teach them to-

be health workers, so I talk about the health workers and how they work and their

experiences. I, not only give them the theoretical knowledge but I make sure to always relate

it to distinct scenarios which helps them understand better” (BL_RIHS_FGL).

• “Lecturer goes again to explain the importance of singing to children – “Rhyme can be

created but it needs to be relevant to your teaching” (BL_PCE_OBSL).

• “Lecturer is using waste management in their town as an example to help students relate to

the concept” (BL_SHER_OBSL).

• “The application in research areas – chemistry. When she teaches theory she relates in day to

day life. We are studying about environmental pollution, areas in the country and do some

service to help to the nation. This is very interesting - -which involves application and

research areas” (BL_SHER_FGS).


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• “Whenever they relate to example – data – sort of example – also if the topic relevance to the

teaching and to the students. Some simply come and teach the topic – it is nonsense”

(BL_SHER_KIS).

• “[Bringing cultural values into classroom] It is powerful because it makes us realize and the

students also realize through play that there are values we are learning. Not just only playing

lama but also when we look at the whole play and family roles – values like responsibilities

and respect – we are trying to act out. Through play there are certain things we can learn.

Bringing this to content enriches the lesson” (Pretest_PCE_KIL).

• “[Lecturer] continues to explain problems and creative solution making – using Thomas

Edison – more than 2000 experiments” (BL_SHER_OBSL).

Critical Analysis

• “Sometimes, we make intentional questions – so students could make mistakes”

(BL_JNP_FGL).

• [I used a wrong formula in the class because] I just wanted to check the progress of students’

learning. I did not realize it was such a powerful tool” (BL_CST_KIADM).

• “[Lecturer asks the class] What did you see at the river side? Naming: Pollution, Action:

Picked up trash. Who is poisoning the river? We are, human beings! Asking questions is

mindfulness. I see this trash, what do I do? We can make a difference!! And it begins with

ourselves in order to make a difference elsewhere. [Lecturer] told a story, I just made a

difference to the crab in the sea. What do we do as mindful beings of this planet? Humans are

not separate from Earth” (BL_PCE_OBSL).

• “Not so many conversations about the social, political and economic… Sometimes we are so

focused on what the students really must know to do a job. These things are important to

know, not maybe in the classroom setting. Really to know – must know – these things are

missed out. The larger picture is missed out. The contradictions are not so discussed. These

are good things and important to bring into the classroom” (BL_RIHS_KIADM).

• “For me, I think the quality has not improved but the people’s expectations have. Although

we don’t educate in the school system – the things that are taught are not up to expectations.

They need to be open to the good information around. People should have good reading

habits, newspapers, try and watch different kind of programs” (Pretest_PCE_FGS).

Yes / No style of questions

Perceived as one of the common ways to engage and assess students’ learning, “yes / no” type

questions offer no reciprocity or exchange of thought between students and lecturer.

• “Can theories of learning enhance the understanding of learning and teaching? As a class,

they respond “yes” (BL_SCE_OBSL).


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• “After reading the list she asked if there were any questions: NO! And did not discuss the list

again” (BL_PCE_OBSL).

• “Is this clear to you? All students respond yes sir as a chorus” (BL_PCE_OBSL).

• “What is poetry? Do you know? Chorus answer given by the students: Yes sir”

(BL_SHER_OBSL).

• “Lecturer asks the class yes/no questions and students answer in unison: Yes, sir!”

Probing questions

• “When students said their list out loud [lecturer] asked them why they believed that”

(BL_PCE_OBS).

• “[Lecturer] Invited everyone to come and sit on the sides. He wondered how everyone

communicated and if it was fun for them and why? Demonstration is important in teaching

children.” (BL_PCE_OBSL).

• “Why do we need education? Please write specific things” (BL_PCE_OBSL).

Co-creation of knowledge

Students seem to want to have more input into their classrooms, which would make them active

partners in co-learning and co-creating new knowledge.

• When asked, “What as an individual how have you added happiness to the community, a

respondent replied, “Students would arrange the seating arrangement before lecturer comes to

make a better learning environment. Table and chairs” (BL_JNP_FGS).

• “Lecturer played with all teams. Made huddles to have everyone discuss what they liked

about the game and how they could work better together as a team” (BL_PCE_OBSL).

• “Ground Rules for the Class: Punctual, space to speak without judgment, one at a time,

confidentiality, respect, embodying mindfulness practice, cooperative, conducive

environment, open with 5 minutes and close with 5 minutes, Mindfulness practice, no phones-

silence, no chewing, 5 min break after session-if block period, group – share, no scolding”

(BL_PCE_OBSL).

• “When I start my class, I talk about the values and we set some norms. I write: these are the

classroom norms: switch of your mobiles, talk freely etc. They should follow all the norms

but at the same time they should feel free to ask questions. I give chance to all. I am not

always soft. We have to be a little bit stiff to teach good attitude and discipline. I ask them

and I write. Students and I form the norms together” (BL_RIHS_FGL).

• “For me, if I have made ground rules from the beginning. There should be no ”sorry I could

not give it to you” I make it so clear, she has given me an assignment 2 days late and I took 2

marks off. I share everything” (BL_SHER_KIL).

• “Initially I give them the freedom but realized that students never came did their work on

time. Then I realized that they have to have a deadline. So now we discuss, and decided


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together during off hours, between 4p.m to 6 pm and then work one of the weekends. I call

about 12 students from the hostel and volunteers at a time. Small groups is better. We come to

a consensus about the dates and assignment” (BL_RIHS_FGL).

Training and workshops

• “Our tutors need to be trained. Right now, they think that lecturing is the only way to teach.

As a tutor, we give fundamental principles and concepts and involve them in application

while analyzing and solving problems.” (BL_CST_KIADM).

• “Experienced students, after some extent we don’t need any training.” Respondent continued,

“Not able to deliver, no confidence and no control. Lack communication skills, disheartening

to see many senior lecturers leaving” (BL_JNP_FGL).

• “Fresh graduate lecturers posted here teaching students. They should undergo some teacher-

training program before they teach us” (BL_SHER_FGS).

Strategic questions, action syllabus transformation

• “[Lecturer] Asks question in between on types of herbs. To the whole class and students

randomly answer” (BL_NITM_OBSL).

• Where is it going? “Used light projector to show Characteristics of Project

She read off the list and described why it is on the list” (BL_PCE_OBSL).

• “She repeated answers and re-stated them as questions to confirm the answer was heard

correctly” (BL_PCE_OBSL).

Mindfulness

The term mindfulness was agreed upon during the Jumpstart two-week workshop at RUB

with components of participatory action research, contemplative education, critical pedagogy, and a

variety of participatory teaching strategies. Lecturers were concerned that a connection between the

term meditation and its application in religious practice would prove to be confusing in an academic

setting. To avoid some of the confusion between spiritual practices and practices for learning and

student health, the lecturers attending the workshop decided to use the word mindfulness practices.

Although there seemed to be a general consensus among respondents during the baseline round, with

few exceptions noted, of the benefits of mindfulness practices in school, there existed a gap between

the students’ perceived merits of mediation and how some lecturers viewed mindfulness practices as

unnecessary, the students did not want them, and they were not appropriate for an educational

institution. There were two lecturers who stated they would leave RUB if mindfulness practices were

initiated at the college. Many students specified that mindfulness practices were instituted as a

common practice as part of their elementary schooling experience. Mindfulness was a positive

common thread from most students confirming they would like to see the practice extended

throughout their higher education. On the other hand, the data also showed that in a content driven


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educational system, lecturers felt as if there is insufficient time to devote to mindfulness practice or

the development of the conscious in their classrooms.

Mind training, mind control

• “Taming the mind, civilizing it. Making the crooked mind straight” (BL_CNR_FGS).

• “When we meditate we are taught to exhale all of the bad thoughts and when inhaling, we

think about taking all of the good things. Once I was really angry, taking meditation, closed

the door and it helped me, it showed reserve, my mind learned to be calm” (BL_SHER_FGS).

• “We need to know and be aware of our mind and let the mind realize and we also should

know the function of our mind. We should try to tame our mind and thus practice is important.

Slowly if we could control our mind it is better. Our mind is like king and body the servant it

is important practice is important” (BL_NITM_KIADM).

• “Incorporate mind training – I would again say – instead – walking mediation – children are

sitting there – but to flex their muscles” (BL_SCE_KIL).

• “Just now, we are practicing mindfulness – to control our mind. Having material wealth does

not make you happy – it’s a very contradictory point in GNH. For me, more wealth makes me

more tense and more worrisome. The thing about it – exponential function – you want more,

it keeps multiplying. Do I really need that much? We can use mindfulness to control our

wants” (BL_CST_FGS).

• “Meditation is a tool to cool, calm your mind. Mindfulness can happen with and without

meditation – it depends on your mind. If your mind is wandering, meditation is needed to

bring it back home. There would be people who are by nature calm – not as a result of

mediation. Mindfulness practice can happen with or without meditation. Meditation is a good

practice, but I don’t think it should be taught. I would leave it to other people. Meditation will

help you become more mindful and the power of your mind comes when your mind is at

peace and you can do so many wonderful things“ (BL_ILCS_KIADM).

Benefits

• “Through breathing techniques and 5-10 minutes of mindfulness practice, with

encouragement of [lecturer’s name], I can achieve peace” (BL_RIHS_FGS).

• “Letting ourselves free; we focus on breathing and present moment.” Another respondent

stated, “Being aware” (BL_RIHS_KIS).

• [Mindfulness practice] In service, once every week, at auditorium, during assembly and in

the classes whenever we have academic classes with [name of the lecturer].” Respondent

continued, “If you are aware of what is happening with yourself, you will be able to put

yourself in other people’s shoes. Being a nurse, for us it is satisfactory we can understand

people’s problems. Guidance, [name of the lecturer] reads notes on how to meditate, do

positions, close eyes, instructions and relax.” Another respondent added, “Mindfulness


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practice is helpful because before I started I did not know about it. Here it has helped me a lot

because I can focus on the present situation and what I try to be in the present, it helps me

recollect the session I learned days before. It helps me update myself” (BL_RIHS_KIS).

• “I just try to focus on my breathing. I let my mind go free. Sometimes I am interrupted and it

is disruptive, but I let it go. I practice before I go to duties” (BL_RIHS_KIS).

• “Mindfulness practice is helpful because before I started I did not know about it. Here it has

helped me a lot because I can focus on the present situation and what I try to be in the present,

it helps me recollect the session I learned days before. It helps me update myself”

(BL_RIHS_KIS).

• “Brighten their mind – fresh – go back and come to lesson fully. Immediately bring attention

their interest --- sometimes just sitting but so much movement. I would think maybe I can say

immediate changes – attention span --- more interested – more alter – [her facial expression –

eyes more wide open – head up right] relax them as well – having the option to walk for

sometime, make them more comfortable to sit. Mindful of everything. Somebody who has

not practice this may not be able to see the changes – after you have done this, there are

levels, how can you relate to the relationship, maybe a colleague and someone you love so

much – the outlook changes. Certain things – the dealings – know someone one envy – you

change – there is a physical, emotional change and a psychological change. After my mind

training --- emotions --- when your friendship breaks – it talks about three terms that were

used and you relate to this. Relate to this – how you can question your pain, pain of

separation, be it with friends or love ones – I have this --- a way of life. I must accept this

way. From anger – it changes into sort of compassion and eventually anger disappears and no

attachment. Teaches how to detach – and questioning the pain of separation, maybe from

death. How to tackle these hard realities of life [in schools]. We always encounter this. Angry

with parents – so then how to deal with this” (BL_SCE_KIL).

• “Mindfulness practice is insight to learning. As a learner I think learning through

insightfulness it will enhance our thinking process. It will ease us in difficult times in our life

and if we are constant practitioners of mindfulness practice then we will be more open and

calm” (BL_RIHS_FGS).

• “Concentration and prepares. To rid off tension and makes me calmer. If I am sad before

doing my practice and the troubles that are in my family but after my practice I concentrate

more on the problems I face and a solution comes up. For example, I am having problems

with family. Brothers are not on the right track and it makes me feel very unhappy and makes

me not want to talk with others. The mindfulness practice, a solution, should I be silent? I will

advise my brothers to do the right thing. I find a deeper part of myself” (BL_PCE_KIS).


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• “Before I was not much mindfulness, then there was a lot of talk about it. Now, I have

understood how it has impact on people and learning. These things are giving so much impact

on me – it is very important to individuals and society. Be responsive, it helps us concentrate

– it is becoming key in promoting GNH too” (Pretest_PCE_FGS).

• “I could not focus on my breath and would only think about my past and future during

mindfulness practice on Wednesday but now after one year I am able to focus on the present

and focus in class” (BL_RIHS_FGS).

• “I have not done [mindfulness training] this before – I am someone quite religious and take

prayers – in my own little ways I have been meditating – my own has been enhanced by mind

training – this was not a Buddhist perspective – but someone how help – quite excited – could

do so many things – can I go on and on” (BL_SCE_KIL).

• “Definitely, if you practice it every day, in the morning or evening, it brings about the change

within you. I do a lot of breathing exercises. I am sure that mindfulness practice will help a

lot.” “ There needs to be research to prove if it helps or not. From my own experience,

through mindfulness practice we are trying to control the state of mind, it really helps”

(BL_CTS_KIADM).

• “We can concentrate on our studies, rather be distracted in our mind. That it really refreshes

our mind – it helped us a lot and it will in the future” (BL_ILCS_KIS).

• “I think it is basically being aware of every moment and everything you do. Your life should

not be dragging on unnoticed. Watch and observe. You become careful, you do not commit

mistakes. You become very productive in your undertakings. If you are aware, your

involvement becomes meaningful – more in day to day life observing and being aware”

(BL_ILCS_KIADM).

Integration into classroom

• “The process we follow is very simple. We sit and just do the breathing process. Students find

it fun at the beginning and then when we talk to them and teach them the importance of

meditation and their values they love it. Sometimes when I forget to do then students remind

me to do so” (BL_PCE_KIPSADM).

• “The moment I enter the class, students are happy to see me because I ask them to do mind

training activities and when we start the class with such activities there is more participation

from the students and children are happy to be in my class” (BL_PCE_KIPSADM).

• “[Lecturer] began class with a walking meditation-mindfulness practice” (BL_PCE_OBSL).

• “Mindfulness practice is ideal. As a reader I have gone through all the books on now-ness and

meditation-it was informing but implementation is really hard. But practice is vital to expand

our learning. Through books we have learned that there are many different types of

meditation. I feel that I do not know the correct forms of meditation. Silent meditation is


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difficult in loud places but some can do mindfulness practice in busy areas. It would be really

great if someone could come and teach. If a specialized person is permanently placed to teach

the process of mindfulness practice in the college throughout the year” (BL_RHIS_FGS).

• “It sounded like I was just expected to do it. Then I took a (he took material from the teacher

but it wasn’t that useful) and the guidance was very low and found guidance elsewhere and

now finds that I have changed a lot and find that I am more compassionate. It is helping the

mind become softer. What others say, we can accept it. This is what I have been

experiencing. And lots of happiness I had a lot of struggles but now I can just leave them

behind and work hard. There is a lot of inspiration in mindfulness practice and I have learned

a lot of relaxation techniques. I thought that it would nice to have some classes that were

based on meditation and there could be someone to teach us because it is helping me more.”

Another respondent states, “When I was class 11 I heard about Shamatha meditation. Bhutan

has adopted mindfulness practice and I tried to relate my practice of Shamatha to mindfulness

practice and I have been doing it for the last 2-3 years and I am able to now relax my mind

and focus. I used to have a lot of problems with drugs and alcohol and while doing

mindfulness practice I was able to give up and let go of the drugs. And see a different light.

Sometimes I feel that people are just preaching from the mouth and not doing it. We need to

know how to do it and how to implement it in our lives” (BL_RIHS_FGS).

• “If more lecturers are practicing then we could all feel it more and if we practice in small

groups through out the week.” Another respondent suggested, “Maybe they could make a

club, a time a week where people interested could come and learn.” A different respondent

added, “By Teacher guidance. Daily morning prayer with mindfulness practice. I practice

every morning, even when washing my face.“ Another respondent further adds, “Individual

that could share more knowledge and experiences-each class we have different teachers and if

they keep giving individual experiences it would be more affective.” A respondent remarks,

“Why cant lecturer’s facilitate? We could practice in class for about 5-10 minutes with the

class rather then trying to just doing it by ourselves” (BL_RIHS_FGS).

• “In curriculum, they pick up lessons with GNH values. Aside from that, I would, at the

beginning, start with meditation. I know it is difficult, but I would do my best to do it”

(Pretest_PCE_FGS).

• “Silent meditation is difficult. But if there is a tutor who helps you through the meditation, it

helps. For example, when madam guided us, let us imagine like a feather, we liked it.”

Another respondent continued, “Guided meditation is better than the silent meditation”

(BL_PCE_FGS).


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• “Firstly, guide them [students] with what you are doing. Today, we did a feather with the

wind. If you guide in what to think about it would be better. Guided meditation.” Respondent

continued, “We need to tell them “how, ”posture” (BL_PCE_KIS).

• “When we do mindfulness practice, it makes our mind calm. When we study a subject, and

then go to another topic, we need a break. We need to segregate the subjects. Mindfulness

practice gives us time to analyze and reflect on the subject we have just studied”

(BL_PCE_FGS).

• “To me mindfulness keeping concentration in particular area basically in education, we do it

by meditating focus on mind.” Another respondent adds, “I have been practicing since my

schooling when I was in school in Ugyen Academic, We have a Canadian Teacher who

teaches us mindful activities and we have been practicing it for 5-10 minutes everyday. It was

difficult at first time. Slowly I was able to adapt in practicing mindfulness. I have been doing

always 10 -15 minutes before any work. It helps me a lot. It relaxes me, helps in

concentrating, relax, calm and can concentrate more on studies” (BL_JNP_KIS).

• “Its not a meditation we don’t want to be a saint and it’s about the concentration and they

have plan for mindfulness class initiative here at JNP and for me its good to have something

related with concentration of mind which will keep us cool and clam. The mindful can be

utilized in teaching and education and they can concentrate on” (BL_JNP_KIL).

• “Good to revive into the classrooms. Maybe 3 minutes before we start session or between

sessions” (BL_SCE_KIL).

• “If we teach [mindfulness] from an early age it will be very good for our society”

(BL_PCE_KIS).

• “I tell them [students] how to control their mind, I give my examples, how I practice and how

it helped me” (BL_RIHS_FGL).

• “In the first year, we used to sit there, we were quite shocked; it [mindfulness practice] was

alien to us. Later, one of the teachers came up. I saw madam [lecturer’s name], guiding us,

close our eyes, forget all of our worries. At first we were not able to connect. She came to

class again and we had a singing session. Other was, the director was showing us laughing

session. What could that be? He started demonstrating laughing out loud and we did it. It was

very relaxing, funny seeing a grown man laughing. If you ask my friends, they would have a

similar point of view” (BL_RIHS_FGS).

• “Last semester, we did meditation in math class. This semester we do not do this. Recently,

Rinpoche visited and talked to us on how to meditate. In the morning by myself, I think this

helps. In the High School we did this sometimes that helps develop concentration. Second

semester, we had one module teacher and he used to make us do 5 minutes before he starts

teaching. He used to teach us and we really got ideas. It helped me learn in one way. His


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classes were in the morning; after doing the meditation we had a piece of mind”

(BL_SHER_FGS).

• “School demands that – I have not seen any mindfulness in the classrooms. At schools we

were practicing, but now at the college, lecturers, no one does it (BL_JNP_FGS).

• “I don’t have much idea about meditation. In our school we provide meditation in the class

for about 2 minutes every class. After every period, we sent two students out to meditate”

(BL_PCE_KISST).

• “Some students may think of it as free time [mindfulness practice in every class]. Serious

students may think it is useful. Relating it to the analytical class, so meditation teaches us

entering into any kind of problem, quarrel, it makes us think twice. Students would explore

themselves more” (BL_SHER_FGS).

• “We tell students how to sit, we explain it very clearly, we tell them to keep their eyes half

closed, and breathing is focused. Then, we have guided meditation that focuses on light. I do

that mostly – it is most effective. Music can help guide them” (BL_SCE_FGL).

Misconception, vague

Contradictory information on benefits of mindfulness; some respondents say it helps with their

concentration, while others see no benefit.

• “Have ‘mind training’ in class (every period in beginning) for last 3 years. 2-3 minutes.

Children starting to say used less, seeing no effect. Some [teachers are] promoters, some

wondering if really helping. Some students say changing, concentrating better, but now same

students saying no changes. Maybe time for meditation not sufficient – sometimes only 1

minute. Not enough time“ (BL_CNR_KIADM).

• “I’m very keen in learning mindful practice and my idea on mindful its kind of meditation

and to create and make concentration. I don’t have an idea about any knowledge about any

mindful practice” (BL_JNP_KIL).

• “I will be blunt, that may not help this institute. Mindfulness alone cannot excel this institute.

We need subject matter experts. If I am a subject matter expert, students will be happy with

me rather than doing mindfulness all the time.” Another respondent adds, “ Mindfulness is

just for mental and emotional well-being.” The first respondent continues, “I hear from my

friends at CST – they complain about all this talk about mindfulness. As a teacher or a

lecturer, when you compare our standard, it may not be equal with other universities. We

have no exposure and we need development. Our goal is to develop and we have to work with

time” (BL_JNP_FGL).

• “Attended mindful practice – I have not started – very soon. To be honest, the students feel

uncomfortable. How the student will take it, walking meditation” (BL_SCE_KIL).


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• “To be aware of something. Our action should be done according to your careful and

conscience. If we are aware we won’t do bad things since we know the result of our action”

(BL_NITM_KIADM).

• “When you say mindfulness, as health institute, you have to have attention, concentration to

give medication, so you have to think about is it a correct dose, side effects, we look at those

aspects, at other aspects – are you doing your duties? If not, you are not being mindful. In the

classes, I am not sure, if other teachers are doing it, but I am concentrating on my breath for 2

minutes” (BL_RIHS_KIL).

• “I practice mindfulness; but it does not help much because I am just beginning that’s what I

think. I try to calm myself but it does not help but I am trying. I hope I can achieve.” The

respondent continued, “Mindfulness is being aware of what you are doing. Taking care of the

situation, I forgot the term, being aware of what you are doing but then sometime mindfulness

does not help much because when you are too angry, mindfulness does not work for me.

When I practice mindfulness, I sit straight, and just keep my eyes down and try to calm my

mind, O it is nothing, it happens all the time, I just have to be myself, sometime it really

helps. I have been attending workshop by a consultant from UK, she taught us like that, so it

is quite helpful sometime but when you are too annoyed it does not help”

(BL_RIHS_KIADM).

• “I want to say something on Meditation. There is some disadvantage. Upper primary children

can do it, but the lower Primary cannot, they cannot concentrate.” Respondent continued,

”Instead of making GNH, we might make GN Harassment” (Pretest_PCE_FGS).

• “Others may not think so. Meditation conducted in the 1st semester, I observed most students

were not interested, they were whining, bored – it depends. Actual meditation, only a few

students would turn up” (BL_SHER_FGS).

• Qualified practitioners: “He [points to another respondent] has attended GNH training so he

knows the right posture, breathing; we get fresh trainees and we don’t know how they do it.

That way, some classes may not have meditation. If the teachers know how to mediate the

right way, they will teach their students” (BL_SCE_FGL).

• “Also, there should be a professional teacher in teaching meditation. Practicing mindfulness

is not done by qualified teachers. We need someone who could guide us.” Another respondent

continued, “There should be a proper tutor” (BL_SHER_FGS).

• “Very difficult question. Our job is to make them practice 1 week, and in the classes we do it

and we tell them when going to bed, practice it for a minute to develop a habit to continue.

We don’t know whether they are doing it regularly. I would say it has helped them to

concentrate.” After being asked, “How do you know it helps them concentrate,” a respondent

answered, ”Well, we don’t know, but we tell them it will help them with their concentration,


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duties.” Another responded added, “Too early to ask that question, we just started a few

months. For me, too, it is hard to see changes. Some students say they are practicing. Maybe

after 2,3 years, we can ask or we can look at their behaviour and see if it has improved”

(BL_RIHS_KIL).

Frequency

• “Mindfulness, it is one session that comes only 1 a week and I look forward to it the most”

(BL_RIHS_FGS).

• “Yes, we do it on Mondays, but it should be done daily. We were only introduced to it last

semester.” (BL_CNR_FGS).

• “Friday we practice contemplative practice we talk about mind and mindfulness and talk on

its benefit. Question - answer session also. Every day in first period we practice meditation

practice 2-3 minutes. It happens only in the morning. Lecturers also talk about its benefits”

(BL_NITM_KIADM).

Personal, hands- on practice

• “I do it sometimes. It is good for my concentration. It is so stressed here, I am getting a peace

of mind and more able to concentrate. I try to do this more” (BL_JNP_FGS).

• “Things I read about meditation, I become calm. I used to get angry frequently – I did not

have a spiritual teacher, but I had books. I followed instructions and I have learned a lot to

calm my mind to look into nature of things more deeply.” Respondent continued, “With

meditation, I embrace my anger. Mantra: breathing in, I know I am breathing in, breathing

out. It is a beautiful mantra – I see myself repenting over the mistakes I made. My soul cries

on the inside” (BL_SHER_FGS).

Time constraint

• Restricted to Assembly sessions, once a week: “Or the mindful practice on Mondays, I don’t

find it useful. For the first 1, 2 weeks it was going well, but then students were forced to do

it.” Another respondent added, “Forced to do it – there are many instances. Then, there are

some people who are interested, but there are no times allocated to do it. Together, there is

energy flow and we have to have the environment for those who are interested. Why not,

people who are not interested, can spare their 2,3 minutes because of those who are. Director

is very interested. I am not, but I can sacrifice 2 minutes for my friends.” The first respondent

continued, “From my experience, I was interested last semester, now I have responsibilities. I

have no time to concentrate.” Another respondent said, “2 minutes is little time if you really

concentrate and try to practice mindfulness. But then, the state of the mind, before you

practice is very important. He did not have as many responsibilities last semester, so he could

do it. This time he cannot” (BL_CST_FGS).


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• “One lecturer, before teaching [does] sitting meditation for 5 minutes. I thought a very good

practice. Not sure how he covers the syllabus. 5 minutes is a lot of time; we usually have to

take extra classes. Just normal 4 hours per week it is difficult to finish the syllabus and

content” (BL_SHER_FGL).

Religious context / secular

• “We can’t look beyond us to practice mindfulness. We should have inner look. Thus Buddhist

philosophy is important. We have introduced Mind and mindfulness club where they study

about such practice. We invite people to deliver speech. Modern amenities we don’t have and

not necessary. The more we look outside our mind becomes chaotic in comparison. Through

Buddhist preaching I hope it can tame our mind. We need to strengthen this since it is

possible. And we also need to invite Rinpoche, Trulku and send people outside for mind and

mindfulness. We run short of fund for such activities” (BL_NITM_KIADM).

• “At this point, people have a hesitation. The main hesitation springs from the belief that

mindfulness is associated with religion. To get rid of these hesitation, I think it is best to have

people from the West who may not be Buddhist by orientation” (BL_SCE_FGL).

• “I found it helpful in controlling one’s mind, but I understand if there is no religious

background, students may think that there is a person who is not trained [not qualified to

teach mindfulness].” Another respondent added, “There is credibility to the religious

person”(BL_SHER_FGS).

• “When implementing mindfulness some of the Dzongkha lopens insisted on chanting of

Dzongkha words that are related with religion. We try to convince that it is simple mind

training process to enhance concentration on studies” (BL_PCE_KIPSADM).

Assessment

As one of the vestiges of the Euro-Indian education system, current assessment methods seek

to evaluate students in ways that are highly competitive, quantitative, and, according to student

respondents, very stressful. Since it parallels a perception that the real world is competitive and

quantitative, the qualifying exam was the respondents’ dominant concern for assessment. For

instance, respondents stated the qualifying exam has such importance that much of the purpose of

RUB’s education is to prepare students for the exam and hence the workforce. Respondents expressed

a focus on the qualifying exam does not develop students’ full potential or their true interests. Exam

focused learning and memorization exercises leave little room for development of critical analysis

skills and exploration of knowledge. Students, whose marks did not qualify them to pursue the studies

of their choice, do not fully enjoy their academic experience and many times feel unmotivated to

study subjects for which they feel no connection or passion.

Tests often drive curriculum and instruction in ways that harm students, lecturers, and society.

Lecturers are subjected to increasing pressures to prepare students for the tests, even when the tests


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don't assess the most essential aspects of thinking and learning. Many times students internalize the

judgments of the tests, as if test scores were the final word on one's knowledge or potential. Tests tend

to mandate one "correct" answer, which is so unlike the real world. The uses of standardized tests are

often enfolded in the language of high standards. There is little, if any evidence, that links increased

testing to improved teaching and learning. Assessments that rely heavily on tests pay little attention to

key issues such as improved teacher education, more time for teacher planning and collaboration, and

ensuring that all schools receive adequate and equitable resources needed to support student

achievement. Dating back to the development of IQ tests at the turn of the 19th century, standardized

tests have been used to sort and rank students and to rationalize giving more privileges to those who

score high.

One form of performance and formative based assessment is known as portfolio based

assessment. They are completed over time with contributions from lecturer records and collections of

student’s work. During the school year lectures and students gather work which illustrate the student

progress and achievements. The portfolio at a college level typically includes self reflections from the

student on their selected work. This reflection helps student think about what they have learned, their

learning process, and the multitude of contributions to their learning. The lecturer would use a rubric

at the end of the semester to evaluate the portfolio. Student peers can also be part of this process,

extending their learning from their peers and developing their analytical skills. The assessment is

based on a wide range of student work done over a long period of time, rather than on a single, paper-

and-pencil test taken over a few hours. Further, the approach encourages colleges to invest in the

professional development of the lecturers and pushes lecturers to reflect more consistently on the

quality of student work in their classroom.

Taking attendance, as a way to assess students in class ranked as the second highest pattern

within the assessment theme. Most students viewed their class attendance as necessary to obtain class

notes or to be marked as present. Only a few of the respondents conveyed their true interest in the

class and their love of learning as the reasons to come to every class. Although the assessment

variations are boundless, the research came across the following methods, question – short response,

fill in a blank, note writing, yes / no answers, quizzes, oral tests, presentations, and homework. In one

of the colleges, journal keeping was also utilized to aid students’ progress and involve them in a self-

reflective process.

Qualifications

The following quote exhibits a gap between what the respondent’s attitude reveals about current,

and insufficient teachers’ efforts to stimulate students’ critical ability to analyze, and what the same

respondent claims to do to assist the students navigate the competitive examination system. There

seems to be a contradiction in the students’ opinion regarding exams. Although students do not find

exams a fair or holistic assessment of their knowledge, students admit they would not study if there

were no exams in place.


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• “I am working as lecturer. In class I teach a topic and I share the question pattern of

competitive exams. That’s why my students are happy. I support [competitive exams]. I have

25 years of teaching experience the questions will be ask in different format so we do

highlight on the question pattern and I have a collection of question out of that 25% of my

students can analyze the question and give answer. They are least bothered about their future

and I am very frustrated with students teachers need to go beyond the subject’s contents they

never analyze” (BL_JNP_FGL).

• “If you want to be employed, do not give much time on learning but learn the EXAM matrix.

That should be the focus. There is no use studying lots of content. It is the test that counts.

3rd year they prepare for the Government Exam rather than the exams of the content”

(BL_SHER_FGL).

• “When I get time, I share with my students, topical issues – not sure how this helps. But out

of my own exercise, how to prepare RCSC, and how academic marks count. One person can

make a huge difference -- motivate them” (BL_SHER_FGL).

• “If you look at the system we have at the moment, no matter how good you are, what counts

is the marks. That is the basis of selection of students for jobs, further studies, basically ---

yes – marks is what counts” (Pretest_PCE_KIL).

• “I think going back 25 years back – I wanted to become a doctor. I did not become a doctor.

Now I thank god I did not become a doctor because I did not get the marks. Some doctors are

not enjoying the work. Then I did not get the grades and I am not a doctor. I am a new teacher

– 9 years. Whatever is in front of me, I have to do this – a livelihood – no sense complaining”

(BL_CNR_FGL).

• “Yes, it needs to be changed [qualifications system]. If you are really interested in something,

you should study it. I want to study literature.” Another respondent added, “To change, if

there are different classes, after 12, there is studying for subjects, but if I want to join life

science, there should be specific qualifications exam. Gateway is given to all, but that

separates them. Entrance exam – those who want to apply for life science should apply to life

science entrance exam and so on.” A third respondent stated, “It is a real mismatch between

bachelors and ---before, we studied math and physics. Now, we study economics, so it is

difficult to catch up. There should be a different way, like he suggested” (BL_SHER_FGS).

• “It is not only our talent, but luck, faith determines our destiny. Maybe because of the

country we believe too much in luck; that is what we believe” (BL_JNP_FGS).

• “[Placement] Purely based on the marks on exams. Financial [respondent wanted to be in the

field of finances]. Another respondent stated, “Engineer” (BL_SHER_FGS).

• “As of me, though my social circle expect me to be a architecture, I want to invent new

things, so after exam class 12 I was admitted to be an architect. [That was] The wish of my


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parents, but my desire was to research. I find it very interesting and I always attend seminars

and workshop related to researches. We try to do water research. Our lecturer had to go

outside for further study and our plan was jeopardized. In future, I want to do research”

(BL_SHER_FGS).

• “Passing class 12 – desperately class 12. I came here no choice. My ambition was to become

a genetics --- interested [in] chromosome, but because lack of knowledge, I could not become.

Actually there is a lot for field most of like, but there is not for everybody. No competition

and hard work from us. We just did enough just enough to pass for the college so we are here

to pass our own. To pass out and after that we will see” (BL_SHER_FGS)

• “The subject we take does not matter in the RCSC exam. The job I will get depended on the

RCSC exam” (BL_SHER_FGS).

• “I would like to compare BA students with BSc. students. They are little over worked and

fully engaged. On top, I feel they are not taught much of English and Dzongkha language,

which in an away affects their performance in the RCSC exams later. So far, BA students

always topped the RCSC exams. So, I would like to suggest that it would be better if we can

introduce some additional modules of this type in the curriculum” (BL_SHER_KIS).

• When asked, if they could change anything from RUB, one respondent stated, “After passing

college RCSC exam, we are learning sciences and busy in the subject, but passing out – we do

RCSC - if we do well, we will be in a different field we are not used to. Then, one may be a

planning officer. Legal officer nothing to do with science. Being in college to keep interest in

subject when think about RCSC exam. After doing RCSC and placed into related field only.”

Another respondent added, “If we have a different paper related to RCSC it would be better,

math and science and when we do RCSC we need to do it like the BA, or general study.

General paper we are also made to write the general paper along with them. They do the study

here and they study history geography and English. We need these things to apply to RCSC,

which we do not have here. We are made to write paper that we are study” (BL_SHER_FGS).

• “First of all, it was due to my interest in the course, which was in a way based on my

academic performance. Secondly, I feel that the college has a very safe and secure

environment for study unlike other colleges outside. Lastly, I have heard good things about

the college before coming here itself” (BL_SHER_KIS).

• “Currently RCSC, we give subject and final year we are preparing RCCS and just thinking of

RCSC. Have there been no RCSC, being in College, it will help us to concentrate on subject

and sharpen our ambition – physics and chemistry – and apply to be a chemist. Just passing

out of college the individual will seek as much help from faculties.” Another respondent

remarked, “If we have no exam, the difficult will be difficult employ this many students.

There will be problem, crisis in job, difficult for government to employ this many people. So


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what I want to say, there should be an exam. The best of the best students from this. It does

not require a particular knowledge they learn in the college. We can explore our knowledge.

You are studying the science and math, but if we do the exam we can have a great opportunity

to explore in different subjects and growing our knowledge and I think it is a must.” A third

responded stated, “Some people, they are jobless. They do not do exam good; they are

interested in own work, opening own business. [Exam is] Not necessary. Search for jobs in

private a corporate. RCSC is your first option. You do not want to go through other company”

(BL_SHER_FGS).

• “Some cannot grasp the opportunity to match his or her interest and end up taking other

courses and kills interest. I was interested in English and my mark did not qualify for this. BA

course now I find it tough to kindle interest. The opportunity is not provided freely.”

(BL_SHER_KIS).

• “The choice is determined by the marks. First come the toppers, then those who qualify for

CST, then comes Sherubtse, Gaeddu and the Samtse and PCE and then ILCS, and then JNP.

SCE and PCE are the last ones on the list and this does not provide opportunity to grab a

student who has heart” (BL_SCE_FGL).

• “Proper way to assess would be helpful. For me, I would not study if there was no exam. I

do not study, I tend to forget things I studied – it is better to have examination.” Another

respondent added, “If there is no way to assess, there is no studying.” A third respondent

stated, “If it happens like that [if there were no exams], our workload will increase. It would

benefit but students would not be happy. We are not used to that, but it would be benefiting to

us. Now, there are few projects, presentation, and we study last minute” (BL_SHER_FGS).

Attendance

Attendance is used as a mode of assessment and is viewed as a way to discipline students into

coming to class. Data show that students attend classes for a variety of reasons, including marks,

parents’ approval, and to obtain class notes.

• “Most of the time, I attend classes. If I don’t, I am a loser. When I find the topic boring, I

skip the class. I do have to attend to meet my parents’ expectations. I attend class for

attendance, but also to prepare notes” (BL_GCBS_FGS).

• “Honestly, I go [to class] for attendance” (BL_GCBS_FGS).

• “I did not have notorious students, but some don’t want to study: attitude is: “I am here for

the attendance.” I ask for the homework and it is not done. When you ask questions, they

don’t say anything and you feel helpless. I call them by roll numbers and I target those

particular students to make them involved” (BL_SHER_KIL).

• “Lecturer enters classroom and directly takes attendance calling each students roll number”

(BL_SHER_OBSL).


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Methods

According to research data, one of the ways to assess students’ learning is to monitor their note-

taking abilities.

• “Notes are given and I observe. If they are writing, they are getting it” (BL_JNP_FGL).

• When asked,” How do we know they [students] learn,” respondent replied, ”I give them

surprise tests.” Another respondent added, ”Examination.” Interviewer asked, “In your

opinion, what is the best way to assess? The first respondent stated, “No, we should have

mixed mode of assessment. In my case – examination is only reproducing on paper; we

should also give verbal tests. I like that quality, because normally we only write, reproduce.”

Another respondent continued, “Exam does not cover the whole syllabus.” A different

respondent added, “Group discussions” (BL_JNP_FGL).

• “Any questions? Anything that you don’t know?

Teacher asked: “What is the difference between old and new butter?

One student provided answer. Another student provided answer.

How many different types of.. Whole class: “Four!” (BL_NITM_OBSL).

• “Lecturer asks a question and immediately answers it” (BL_SHER_OBSL).

• “Lecturer talked and at the same time asked questions. L: “What is…” Lecturer continued to

talk and ask questions at the same time” (BL_SHER_OBSL).

• “Lecturer: What was the kind of life in the state of nature? (Students give a chorus response,

which is indistinct). Lecturer: Yes, one at a time, otherwise it will be a cacophony”

(BL_SHER_OBSL).

• Fill in a blank: “[Lecturer] asks the student a question – a couple of students respond with

short answer” (BL_SHER_OBSL).

• “3, 4 assignments a week is too difficult. 1, 2, is important because we are learning a lot by

doing them. Different teachers teach different topics. It is understandable because different

teachers have different styles of teaching. If collective assignments could be given per

module.” Another respondent suggested, “Or, they could discuss together and others could

give next time, so we don’t have them all at the same time” (BL_RIHS_KIS).

Exams: classrooms

Examinations are not effective criteria for performance in neither the job market nor a reflection

of one’s success. In Sherubtse, for instance, the data showed that 28% of respondents expressed that

the focus on marks and exams for evaluation and placement in college decreased the quality of

education.

• “If one is good in examination, he may not be able to perform well in job market or in one’s

real life.” “What will happen if there is no examination? Weightage of examination can be


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reduced and increase in other modes of assessment.” Another responded added, “Examination

is not required if there are ample of job opportunities” (BL_GCBS_FGL).

• “It is not really fair [current way of assessing students]. Sometimes, for different assignment

we copy from other friends and we get higher or lower marks from them – the same

assignment different marks. If they [lecturers] can give written exams, the marks that would

come out – they would be based on one’s sole effort” (BL_SHER_FGS).

• “You have to start from an individual point; balance will have to be maintained. Evaluation

process and how we are giving markings to the students so different criteria can be given to

not make other students feel bad. There should be no bias. I can assess some students as some

are good in quizzes, others are good in writing – how we can cope with this. So, through this

way, we can remove favoritism” (BL_SHER_KIL).

• “Until class 12, and now in college, we are still writing exams. “ Another respondent

continued, “Exams will go along with us everywhere. You have to put in a lot of work. Here

we have a lot of exams.” A different respondent added, “You cannot judge a person by his/her

marks. I strongly believe that exam system should be changed“ (BL_GCBS_FGS).

• “If curriculum provides forum for students to learn besides exams, homework, class

assignments – would be better. Now teachers and students thinking during lectures about

types of questions that will be set in exams. So there is no variety in teaching.” “Should do

away with exam system. Now students are very tense. Alternatives: practical assignments,

work” (BL_CNR_KISADM).

Multiple intelligences

• “We should look at the characters of the students rather than the marks because sometimes,

we can get good marks if we go to study in India.” (BL_ILCS_FGS).

• “Teaching learning methods are designed to assess different students’ capability.

Assignments and writing for those who are good at writing. It is individual”

(BL_SHER_KIL).

Academic driven

• “In the Bhutanese Education System, compassion strategies are not there. Learning is driven

by grades. With assessment, it is important to pass the program. More important is how you

are going to implement” (BL_CNR_KIL).

• “Reduce the curriculum. We need change in assessment. At the end, I should complete the

syllabus and students are assessed based on that. Other countries, I have seen that curriculum

is at the top and the flexibility of the content varies from one school to the next. When

students reach the last class, assessment is done – goals are on top and teachers are given the

freedom. Ultimately assessment is done after 2, 3 years” (BL_SCE_FGL).

Authentic


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• “Recently we have a quiz class, divided into three groups --- on our won – and we have

questions from the ask from group to group and in this case we were given a chance how

many marks will each person be given and a chance to contribute. It was lively and

interactive” (BL_SHER_FGS).

• “Assignments, seminar presentations, report presentations, staff from the hospital contributes

to their marks, exams, practical examinations. Way of assessing clinical skills --- every

student goes through the same process and then the faculty observes how the procedure is

done --- simulation --- assessing practical skills, instead of one student at a time – all students

go through the same process at the same time – 5 minutes each at each station. Mostly done in

nursing.. Objective structured clinical examination. Reflective journal --- submit after every

clinical posting, part of their marks. Checklist for this – it should be more then what they did.

However the students only give the steps of that they did. We want more thinking and

attitudinal kinds of things” (BL_RIHS_KIADM).

Assignments – meaningful

• “If done by ourselves, we forget the importance of lecturers. If assignments are given, it is not

an easy task, we find what the unknown thing is, we equip ourselves. Assignments are

important in our learning process” (BL_RIHS_KIS).

• “Most assignments are for the sake of submitting” (BL_SHER_FGS).

Presentations

• “Cooperative learning when we have group presentations. We divide tasks amongst group

members, so everybody will have a turn to do a presentation. That way, they will learn from

each other. Next time, he/she will know how to learn from these mistakes”

(BL_SCE_FGPST).

• “All groups were given same topic and class was occupied by monotony. Presentation was

content based without relevant examples. Most presenters were not audible”

((BL_GCBS_OBSL).

Student learning

• “Definitely, I can come back to surface learning – I passed through that system – receiving

good grades whether relevant or not, what the exam asks, it never asks critical analytical

questions. It [examination] is a necessary evil. How else would you assess? If you don’t have

certain statistics, how can we guide others? The balance has to be there” (BL_SCE_FGL).

• “Do you have any questions?” No students reply. Lecturer moves on to the lecture”

(BL_SHER_OBSL).

• “If there are more marks in presentations, than examinations, just marking and producing ---

Not actually learning what we re taught – more assignments and presentations”

(BL_SHER_FGS).


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• “Finding student learning. How are they feeling, is this something to assess. We are focused

on the knowledge part – content. Assessment, affective domain, [is] not available at this time.

Something we need to develop. Change will be difficult, as lecturers believe it is content

based.” Respondent continued, “Willingness from director - yes very much so. I think the

faculty are also wiling to implement for self improvement but also for the student sake and

make the over all learning enjoyable – a part from the GNH, but just to have GNH the thin is

coming in – but it needs to be there any way” (BL_RIHS_KIADM).

Tools for monitoring

• “As per 2005 data, more than 69% of our population lives in rural areas. But there are

challenges; a farmer cannot have more than 25 acres of land. Some poor farmers have less

land. Less than 8% of our land is arable. Trainees here learn skills throughout their stay here.

These people are supposed to disseminate these skills to farmers. But again for example, 20

farmers are given farmers training on a particular skill, but only about 5 put the skills to

practice. But in paper, which gets documented, it will show that 20 farmers are trained for that

particular skill. When they are here in the college they are under constant supervision. Once

they are in the field they are not constantly supervised. They do not even know what date and

day it is.” “See now, once the training is over we wash our hands. There is weak monitoring

system” (BL_CNR_KIL).

Accountability

• To ensure accountability in the classroom, respondent stated, “Giving marks what they

deserve.” To show transparency in the class, respondent added, “By disclosing their marks”

(BL_GCBS_FGL).

Book centered

• “Usually the lecturer gives notes. If there is no system of giving notes, only syllabus is given

to us. This is enough ---If we are given notes, some people who are not all hard working but

that interested --- also just for the sake of passing. They look at the notes. They do not do

external search, only what they are given they memorize. Memory power determines the test.

After that we are passing out, nothing is left in the memory; everything is deleted Main

topics.” Another respondent added, “Giving notes directly is only memorizing. Preparing for

presentation we will be more seriously” (BL_SHER_FGS).

Subjective / objective

• “Evaluation should be done by authorities. I am teaching the one who is teaching and declare

and solely responsible for that – administration. If I am teaching X module, I am related to all

the content. Evaluation should be done external. This needs to be introduced. There are some

constraints. Final examinations – done by external, someone else. I have given them the

inputs --- very much traffic. I use to teach in India – not sure who assessed the responses of


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my students. They are more motivated to know more and more. Then I teach the module;

they know the line I teach and I ask questions only from the areas I teach. Syllabus – I may

focus on only 7 of 10 content areas and only ask questions.” Another respondent added, “Not

who evaluates matters. I can ask someone else to evaluate. Then we know if we are

successful. I cannot judge myself if I am evaluating. Evaluating self and students”

(BL_SHER_FGL).

• “The assumption that social and emotional learning cannot be part of the objectives because

they are graded subjectively. What types of criteria could there be for social and emotional

learning. Lecturers do give some marks when out in the field because they can see the

students helping and “standing up to the plate.” “Putting social and emotional marks is

difficult to do. When you are outside it is easy, but in the classroom it is difficult. Here, they

are diluted. In the classroom – hardly can get variety of assessment” (BL_CNR_FGL).

Self – assessment

• “Whenever we talked about a variety of methods used to assess students in the classroom,

lecturers across RUB always responded in a similar fashion recalling typical modes of

evaluation, such as exams, quizzes, presentations, oral exams and tests, all of which present a

lecturer as the only holder of knowledge. Lecturers did not utilize self-assessment tools in

their classrooms, however most lecturers were interested in creating a classroom environment

in which students would take an active role in their learning. Such opportunities designed for

students’ self-assessment could nurture their sense of independence as well as their ability to

fairly judge and reflect on their own work. Additionally, the self-assessment method invites

students and lecturers to work together, shifting their traditional dynamic of a lecturer as the

authority on a subject matter and students acting as passive recipients of knowledge, to a

more interactive student-teacher relationship, in which they participate as co-creators of

knowledge” (BL_PCE_RTMD).

Relationships

This section illuminates a wide range of perceived dynamics in the interaction between students

and lecturers and also between lecturers and other college staff members. Students perceive their

academic experience is strongly affected by their relationship with their lecturers, as that relationship

permeates all facets of school life. There is a gap between students’ and lecturers’ perception of the

kind of support lecturers should provide to students inside and outside the classroom. In addition to

intellectual support and the dissemination of knowledge, the research data shows that students desire

comprehensive support from lecturers, for lectures to be more friendly and easy to approach to ask

questions and explore learning opportunities, and wanting to become partners in their learning.

Students reported that many times lecturers are unavailable for outside of classroom learning and

support. The students are sent to learning centers, where often times lecturers are not the people

tending to the students. Student strongly suggested that lecturers have office hours in the learning


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center to that accessibility for the student becomes easier and more available. In addition, the limited

opportunities for socialization among administrative staff and lecturers emerged as a pattern.

The lecturer student relationship is very important for learning. A positive friendly

relationship between the student and the lecturer require a lecturer to be approachable and invite the

students to learn. A lecturer and student who have the qualities of good communication, respect in a

classroom, and show interest in the process of teaching and learning set the foundation for the

development of positive relationships. The communication between the student and the lecturer serves

as a connection between the two, providing an intentional atmosphere for the classroom. A significant

body of research indicates that “academic achievement and student behavior are influenced by the

quality of the lecturer and student relationship” (Jones, 1981). The more the lecturer connects or

communicates with his or her students, the more likely they will be able to help students learn at a

high level and accomplish quickly.

A lecturer then needs to understand the value of the students' senses of belonging and use

words and a tone of voice that welcomes the student into the classroom. According to Thomas (2000)

in his essay, “The Mind of Man” he states that students “who are yelled at feel rejected and frightened

because a lecturer shouts at them” (p. 122). Students learn when they enjoy learning however;

students have different strategies for learning and achieving their goals. A few students in a classroom

will grasp and learn quickly, and at the same there will be students who have to have information

repeatedly presented using different techniques for the student to be able to understand the lesson.

Therefore, those lecturers who demonstrate respect towards their students automatically win favor by

having active learners in their classroom.

Student teacher relationship

• “Teachers at Sherubtse, when it comes to college level we rarely get time to interact with

teachers. They come to class and they do their job and they leave. We are not able to quite

some and interact and whereby we can share our opinions rather than just problems.” I:

“What is the barrier for interacting?” R: “Maybe they think we can do it on our own as we are

adults, but it is not like this. We are still learning and the help with the teacher is very much

required. The students who are coming are younger and younger” (BL_SHER_KISM).

• “I am friendly, if students have any doubts I tell them to come and see me. Girls are bit shy,

boys usually ask questions.” Another respondent adds, “When we don’t have classes we are

in our chamber, we tell them to come in individually or in group” (BL_JNP_FGL).

• “In RIHS most teachers are approachable. I want my teacher to be interacting, kind hearted

and understand feelings of students. Most of teachers are harsh and brag on students they

don’t understand us, when they say anything bad they hurt us and they should be say indirect

rather than scolding ad directing fingers on students they should be warm, they shouldn’t be


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boundaries between teachers and students. I want my teachers to be more loving caring”

(BL_RIHS_KIS).

• “This teacher student relationship is becoming wider. Now, students don’t come in to talk to

their teachers.” Another respondent says, “Maybe they lack interest in studies.” A different

respondent adds, “They come in last minute if they have doubts before the exam.” The first

respondent continued, “I graduated in 1996. I used to go to teachers all the time. Now, I feel

maybe I am so ignorant or little bit arrogant; students don’t want to bother each other”

(BL_JNP_FGL).

• “Good teacher can be ideal teacher. There are people who are not only teaching in a good

way, but there is a relationship they can bring and develop. Teachers also need to be strict but

not so rude. There should be some jokes and we would love to see smiles” (BL_SHER_FGS).

• “In case of labs, it is good. We have enough model- teacher-students relationship is good. We

cannot approach them sometimes, because they are not in a good mood” (BL_RIHS_KIS).

(Un) Friendly teachers

• “I thought to tell you about values in the classroom. We need friendliness in the classroom. I

try to make classroom interesting by using humor, we cannot be too strict” (BL_RIHS_KIL).

• “We cannot say if the teachers are rude – we cannot interact with them when the teachers are

rude. When the lecturers are frank and friendly they can be asked more questions and

learning would be better” (BL_JNP_FGS).

• “When we go for asking doubt, they ask to sit and then they explain in a simple manner. If I

don’t understand the first time they try to explain again but after some explaining for the first

time they say ok, now you can go. By the look we can know if we can ask again. Some are in

a hurry and do not have the time for us and they are not happy to ask the same question again

and again” (BL_SHER_KIS).

• “Friendly teachers – if they are scared – the courage. The other students have not yet visited a

lecturer outside of class – having been three years at the College” (BL_SHER_FGS).

• “Teacher should always be willing to accept our doubts and answer the questions in a good

manner. Some answer the doubts they have different methods. Some really make our doubt –

help to clear the doubt – they hard working to make a presentation. Some just download from

the Internet and come up with the presentation. Some are not punctual and point to students

but they are late to the class. We need to equalize“ (BL_SHER_KISM).

• “Some teachers, I am very much grateful, they are frank and always ask if they [students]

have a problem. They are easily accessible – we do not hesitate to ask them any question and

are very open. Some teachers some are very serious. They come to class and go on teaching

and teaching and forget to ask if there is any doubt and leave” (BL_SHER_KIS).


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• “Lecturers are available throughout a week, after lectures. Lecturers during session ask us to

visit if we have any problems.” Another responded stated, “For me I have not posted [doubts

via email], but usually I go to the office to meet them [lecturers] and solve problems on the

spot” (BL_RIHS_KIS).

Care

• “Last time, our teacher was asking for our opinions. He teaches for a moment and then says it

is debate time. We are happy because teacher cares for your opinions” (BL_ILCS_KIS).

• “She was a teacher I admired. She knew each and every one of our names. There were 35 of

us. She also knew all our parents’ names. She gave importance to each and every one of us. I

don’t know how but if we had a personal problem she would know and she would call us the

office and talk. She gave more importance to those who failed. She paid attention to them”

(BL_PCE_FGS).

• “He tells us, I am always here, and you can come in and share your problems. He was the

first one who cared for our opinions. At assembly, you are free to come in. We, as students

are lacking behind. We share tea with teachers in a canteen” (BL_ILCS_KIS).

• “I want good counseling. I want them [lecturers] to be very supportive.” Another respondent

added, “If teachers is hears and not caring I won’t be able to learn. Teachers should share

experience we feel we are also experiencing the same. Even if we do some mistake, the very

next time they forget thus I am able to learn” (BL_RIHS_KIS).

Equality for students and lecturers

• “If we find people finding different marks, we are free to speak up. We have a chance to talk

about our lecturer. We all have the same opportunities and there are women lecturers too.”

Another respondent added, “From experience, previously there was no equality. Today, the

president is male and female can be vice president only. When it comes to class atmosphere,

everyone knows his or her own capabilities. I don’t feel there is nepotism in the class”

(BL_SHER_FGS).

• “Lecturer enters the class and all of the students get up. Lecturer is 5 minutes late and

immediately begins taking attendance – by calling out student numbers” (BL_SHER_OBSL).

• “I did not want my students to say madam is partial. From the first day, I make things clear.

My assessments are clear, and you can see if they are weighed. Attendance – physical

presence – and I have to be consistent so they believe that madam does not do that. I treat all

equal” (BL_SHER_KIL).

Personal experiences shared

In classes observed, when lecturers did share their personal experiences with students, although

their stories seemed to relax the atmosphere in the class, sharing was mostly one-sided. Students did

not utilize the opportunity to reflect on their personal experiences.


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• “And one day sharing that you should be. One of the his [lecturer’s] classmates when he was

in college in India, his friend failed around 5 times in College and when he was a lecturer, his

friends was still studying. After his friend passed, he earned reputation, when you fail in class

does no mean you are not weak – lessons very useful. Find it interesting – personal attention”

(BL_SHER_FGS).

• “Lecturer talks about his personal experiences in school, to relate to drawbacks of the

educational system he went through, Students are silent and nodding in approval”

(BL_SCE_OBSL).

• “Lecturer shares his experience of living father; he drinks and so he always tries to quarrel

but I tolerate. I tolerate as this word tolerate is said by Buddha and I credit to Buddha.”

Observer noted, “This example changes the behavior of students and alertness came in”

(BL_SHER_OBSL).

• “Also, every day I narrate stories. My life stories, or just something interesting. I use those to

relax students. People get distracted, but this helps. I interact with students individually,

besides plenary” (BL_CNR_KISADM).

Shared positive emotions

• “Lecturer shows slides that tell a touching and inspirational story” (BL_SHER_OBSL).

Encouragement

• “[Student said about his past experience in school] In Dzongkha I read but lopen said my

pronunciation wasn’t good and my spelling is funny and all. From then I stopped participating

in Dzongkha class” (BL_SCE_OBSPST).

Respect

• “If you want students to listen and learn form you, you also have to learn to listen. Respect.

There are students who respect out of fear or out of respect because they [lecturers] deserve it.

There are some teachers who deserve respect because there is goodness. There is quality

because of which, we respect” (BL_SCE_FGS).

• “[To convey respect, respondent] Stay quiet” (BL_SHER_FGS).

Greetings

• “Teacher walks in silently, students stand up. Teacher sits, students sits. Murmurs on page,

student tells. Prays –both teachers and students” (BL_NITM_OBSL).

• “The tutor entered the class and wished good morning to everyone” (BL_CST_OBSL).

• “The tutor walks into the class and all of the students stand up. There is no verbal exchange

of greeting” (BL_CST_OBSL).

• “When the teacher enters the class, students get up and greet the teacher. We feel that we

have to respect the lecturer and that is why we get up. Obligatory” (BL_JNP_FGS).


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• “As soon as we enter, we exchange greetings with our students, and we get to know each

other’s health. That is also exchange of well- being. It creates conducive environment”

(BL_SC_FGPST).

Trust: lacking, support

• “If I may talk on the issue of favoritism here it has been an issue. Students have been

complaining about that. I think how we can stop this concept – the trust. 2 ways –

individually, on a personal level and from the management level. Whenever students

complain, one has to take steps to find out if it’s true. He or she can always be called in to

have a talk with student another, department meetings, we have not been pinpointing; it is not

implemented. Individually we should feel for ourselves” (BL_SHER_KIL).

• “We rely on them for knowledge and help and also we trust them as they are educated and

knowledgeable” (BL_ILCS_FGADM).

Socialization among staff and lecturers

• “We are at the library, so we are not visiting others. We are the ones being visited at work.”

Another respondent says, “There is limited interaction with lecturers” (BL_SCE_FGADM).

• “Usually with the supporting staff I work closely with them, because I see them every day; in

fact with the director I work every day, regarding the lecturer I don’t have to work closely

except during the training I have to prepare their HRD copy, that time only not much, but

with other I work every day” (BL_RIHS_KIADM).

• “Some treat us well, some don’t. [Treat us well] By giving support and keeping friendship

with them. But, there are differences between teaching faculty and non-teaching”

(BL_ILCS_FGADM).

Helping each other

• “When we are posted with senior we like it. Whenever we have to do procedure, they take us

and we are more confident. We are able to learn because of seniors” (BL_RIHS_KIS).

• “If somebody wants [and] really needs help or support the time is sufficient, as of now we

don’t have different timing for the support and help but whenever they need help and support

we are always there for them and time is manageable” (BL_JNP_FGL).

Need to cultivate positive peer pressure

• “In the lower secondary school I never used to study, but when I reached the higher secondary

school, there were many students who studies very hard. Then, I was encouraged to study;

they study very hard. So, I learned to be hard working” (BL_SCE_FGS).

Communication skills of teachers

• “When they have personal problems at home they show temper we feel frustrated. If lecturers

scold us we are doomed. I want teachers to teach us how to handle such situations. I want my

teachers to correct me and tell me” (BL_RIHS_KIS).


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Cultural Preservation During the research, respondents were able to clearly define preservation and promotion of

culture as one of the four pillars of GNH. Although plans to conserve Bhutanese cultural identity

include an array of policies that help nurture Bhutanese languages, fine and performing arts and

architecture, sports, national dress, religion, and etiquette, most respondents noted that their personal

efforts to safeguard their culture was in wearing their obligatory traditional dress. Respondents in

urban areas expressed challenges in maintaining this aspect of cultural heritage because of the current

exposure and influence in Western dress and behavior. Language also ranked as one of the most

significant instruments for preserving one’s culture and national heritage. According to student

respondents, teaching in their mother tongue, instead of English, would help them understand the

material better and it would also make higher education easier to access. English language is

perceived as beneficial to students and speaking it at large, it is believed, prepares them for success in

the global economy. At times, there are disadvantages to speaking Dzongkha, as noted by some

students. When attempting to use technical vernacular, there are no words that translate successfully

from English to Dzongkha. A few of the respondents hinted at the effects of globalization as

alienating to the traditional form of oral narrative, story telling.

National Dress

Out of 80 respondents who viewed cultural preservation as significant, 62% claimed national

dress as the most indicative and obvious way to protect one’s cultural identity.

• “Cultural thing, if we don’t have this, our culture will vanish. We have gho, kabney.. Some

people don’t like it, but it plays a large role” (BL_RIHS_KIL).

• When asked, “In what other ways do you instill cultural preservation,” a respondent

answered, “Ghos, kira” (BL_RIHS_KIL).

• “The way we dress is declining drastically. If you go to Thimphu, you rarely see people in

kiras and ghos.” Another respondent added, “Our gho and kira will only be seen in the

museum soon” (Pretest_PCE_FGS).

• “Our Director comes in gho all the time.” Another respondent remarked, “Lecturers model

while in the college, but we see them in pants in town. That’s not a good model”

(Pretest_PCE_FGS).

• “It is challenging to promote our culture because most youth imitate other countries. (Korea)

– they are bringing in western dress, so it is challenging to promote our own culture”

(Pretest_PCE_FGS).

• “If we continue to wear gho and kira, that can become part of the cultural preservation.

Directly or indirectly, we are preserving the culture” (Pretest_PCE_FGS).

• “We should promote our culture. Our youth are more into other cultures, copying their dress

and we, being teachers, should role model for them (Pretest_PCE_FGS).


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• When asked, whose role is it to promote culture, a respondent answered, “To promote, it is up

to our youth. Kira and gho should be worn. To preserve natural resources, it is in hands of the

developing country.” Another respondent added, “English is emphasized in schools, for

Dzongkha there is no such criteria. Kids have to speak English and Dzongkha is neglected”

(BL_RIHS_KIS).

• “Wearing dress, in public gatherings, wearing rachu, following religion” Another respondent

said, “ Regarding preservation of culture, I cannot influence whole. I am not a leader or

popular. I will wear my own dress, share common feelings, with families, communities”

(BL_SHER_FGS).

• “Wearing kira, our dress code – for older people, it is no problem. But, for younger people, it

is discomfort and they feel it is their time to enjoy their life. Older people, we have become

softer and more receptive” (BL_CNR_KISADM).

Language

• “People competent in English as well as in Dzongkha do well in the job. Everyone likes to

have in the office somebody who can handle both the language. This helps us get employed

and this is GNH” (BL_ILCS_FGS).

• “Dzongkha is national language. We have to give it importance. If we don’t give importance,

then our country will become like other countries” (BL_SCE_FGS).

Module and course development

• “Culture is one of the important elements. Bhutan is between two giants. For us, the 4 pillars

may not fit in other country’s context. Paradigms can shift depends on the country. It

identifies you from others – otherwise, Bhutan would not have its existence. Culture is our

identity. Now, ILCS at the moment, our programs are not too different. Propagation of

folklore – these are all mostly at the physical level, but the real role of the ILCS should be at

the interpretation of culture and why we do things the way we do. We are going to be

launching Buddhist and Himalayan studies – to give Bhutanese art, culture, and academic

aspects to understand the purpose and to validate its existence. ILCS should not focus on

performance – but on art from the intellectual, scientific perspective. By default, Bhutanese

culture is an outcome of the Buddhist philosophy. To a large extent, it is linked to Buddhist

philosophy, so the culture can be studies from that perspective. We will see where the most

industrialized countries are facing a lot of problems by teaching our culture – it should be

about mind activity, so students can make difference in the world” (BL_ILCS_KIADM).

• “The subjects we learn here are entirely new very different from the ones that we have learnt

in school. However, the modules here help us to have the deeper understanding of culture and

its importance” (BL_ILCS_FGS).


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• Module and course development, bringing in culture and science together: “Even now we

believe religiously; solar and lunar eclipse are auspicious days. We do some merits and do

some deeds, multiply triple, millions. We still believe this; Buddhists do this”

(BL_SCE_KIL).

• “No I do not practice [bringing cultural preservation into classroom], but when I talk about

how we learn through cultural values, I talk about changing values in culture, but I do not

practice this in my classroom.” Respondent continued, “I was not aware of not practicing this,

this realization has not struck me” (Pretest_PCE_KIL).

• “From one angle we are the custodian of cultural and tradition. It is important. Even before

modern medicine came in people had been using herbal medicine. Later with modern

medicine we lost our patients. Again slowly we are gaining momentum”

(BL_NITM_KIADM).

• “Lecturer was sharing stories about origins of the instrument (Dramyen) to relate it to the

lesson, thereby infusing cultural preservation” (BL_ILCS_OBSL).

More Dzongkha in class

• “We have one module Dzongkha and they talk about the origin of the language. And this is

really great as the national language. So the history of the language is really interesting. But

many of the students are not interested in the module because it is not credited and the

students take it lightly.” “Even if it is given credit, I am not sure people would take it, as they

do not like the syllabus. Modification is needed” (BL_JNP_FGS).

• “When we talk about language promotion, there are challenges. From my view, it is national

language and it promises job. English is a priority and Dzongkha is secondary. If government

promised job opportunities, people would be more interested in learning Dzongkha. Parents

dream for their child to be a doctor, engineer, designer. Dzongkha cannot give that, but

English can.” Another respondent remarked, “ Dzongkha is lagging behind mechanical,

technical – it will take time.” Another respondent added, “Let’s take computer in Dzongkha.

There is no word for computer.” First respondent continued, “Dzongkha standard should be

standardized” (BL_SHER_FGS).

• “[In class, lecturer should use] Dzongkha – when lecturer speaks in English, to explain it in

Dzongkha would be better” (BL_SHER_FGS).

Use of folklore, story telling

• “Story Telling to kids and people. For example, people in the southern Bhutan used to share

stories when they were de-husking the rice using traditional method of using “Dhiki.” And

even when families or people were engaged in separating maize grain from cobs, people used

to tell stories. Although it is difficult since farmers are leaving villages and all the traditional


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practices are replaced by modern techniques, we still need to try. In reality GNH will not take

place” (BL_CNR_KIL).

• “When we talk about play – we also talk about why play is important – what is the value of

play and through play what are certain things we learn. Certain cultural values, as a child I

remember learning about the religious practices. I remember playing lama’s role, the Tsechu

and other things. Through this play we learn about the values that are prevalent in our

society. I think we also try and talk about the values we hold” (Pretest_PCE_KIL).

Extracurricular activities

• “Here, at college we have ssu, singye karm. They are clubs that preserve culture. Cultural

preservation begins at home with an individual –you learn respect for your parents, when it

comes, even though we stay under one nation, we have different people here and different

rituals, and they never die if you pray in times of crisis when someone is sick”

(BL_SHER_FGS).

• “We have dance and singing competition and also, we organize lozay and tshangmo”

(BL_ILCS_FGADM).

Motivation Many of the lecturer respondents feel that extrinsic incentives including professional

development opportunities, recognition, and administrative support would help them perform better

and with greater efficiency. Attending professional training sessions and workshops are seen as

opportunities to grow intellectually and personally. In some cases, according to lecturer and

administrator respondents, those chances are not offered regularly or equitably, based on one’s merit

and need. Instead, at times, they are given to those who had already attended similar trainings.

Additionally, lecturers’ pay incentive is low. As told by one of the lecturers from the technical

college, graduates from the same college with less education, are paid more when they enter the work

force, outside the education sector, than the lecturers who teach at the same college. For lecturers, it is

difficult to stay motivated at a job in the field they may have not initially wanted. It is important to

note that the cyclical nature of the education system has appointed lecturers who are currently

teaching at RUB and whose exam qualifications may not have given them choice to attend a different

college. Both, students and lecturers described having feelings of confidence and empowerment when

they were able to transform and apply their theoretical knowledge to tangible, skilled hands-on

activities.

Professional development opportunities

• “We have not been trained. We came directly here from school. I have been working here for

2 years with no training.” Another respondent stated, “Other departments, other ministries

(other than RUB), get training opportunities” (BL_SCE_FGADM).

• “Equal participation, trainings - compare to other sectors – they earn a lot more than salary.

We just get a monthly salary not so high. With Sherubtse the location itself is a constraint. We


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are not exposed to many things as people in Thimphu and Paro are exposed to”

(BL_SHER_FGL).

• When asked, “What is the management’ support in rendering any kind of support (your

service or contribution),” respondent replied, “That is difficult to answer.” Another

respondent said, “Pass.” The first respondent continued, “I am satisfied with the institute - I

had a chance to attend training” (BL_JNP_FGL).

• “Yes, why not [will be more motivated to teach if given training opportunities]. He was

explaining using a Cartesian plane: see this is the x -axis and y- axis – production and

emotions. See, it goes linear. More production more emotions? If we have monetary

incentives, people will be more motivated to teach. If emotion is good, naturally then

production will be good” (BL_JNP_KIADM).

• “There is limited chance to train and to get workshops and we don’t get the same chance.

Friends get educated in other countries” (BL_SCE_FGADM).

• “For example, there’s no GNH even in the faculty members. The Dzongkha lopens have no

exposure. Opportunities are not provided for professional growth and development. Another

instance, I went to Bangkok not because I wanted to see the people and places. I went for

exposure and learning. When I came back, I could not get back to work and struggled six

months without salary even with a lot of supporting medical documents. So I don’t see GNH

in such situations” (BL_PCE_KIL).

Attitude

• “One has to be motivated as a teacher – workshops, training [need to be provided]; RUB

could look into all of this. They could look into all of the problems, certain issues have been

ignored; maybe provide incentives, [we are] paid less to teach than work as engineers outside.

Maybe l would want to come up” (BL_JNP_FGL).

• “Students are difficult to motivate in a particular subject. Very difficult to motivate. Always

happening, the students are not motivated. If they find interest. Try to make them interested

by giving them example. We do not understand the student mind. We have successful

students in a particular subject. Not sure where the draw back is” (BL_SHER_FGL).

• “Even if I do [voice my opinion], they will not listen.” Another respondent confirms, “Yes,

they [management] will not listen” (BL_SCE_FGADM).

• “Attitude of -- teachers have to come here because they have to – students. Not a choice but

no other option. They want a chance if they find something better they want to leave. Within

a year if they have a professional course they want to move out and they do not want to stay”

(BL_SHER_FGL).

• “I made a wrong choice [being a lecturer]. We have to learn, then understand [content]

ourselves and then, make students learn. Very challenging.” Another respondent stated, “I


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like the challenge.” The first respondent added, “As you just joined, it is true, it is

challenging. But later, work becomes monotonous” (BL_JNP_FGL).

• “Lack of professionalism. There is some sort of gap – debate among lecturers –there is no

collective effort. Let’s work to make our college on this level. We are happy with what we are

happy. Motivation is not there. I would like to change our attitude about work. Students:

education system should be changed from the very beginning. Spoon – feeding and providing

notes should be done away with” (BL_SHER_KIL).

• “I am sorry, refute is there. If I read Kuensel on-line, do we have teachers, the lecturers,

frankly speaking if I asked one lecturer are they happy in this profession. They will say no.

They are going to the external; they have to go get a job. They do not want to be teachers.

Are those teachers really happy to be a teacher – then how can they teach. How will they

teach GNH values? How can they teach properly?” (BL_JNP_KIADM).

Confident / Empowered

• Boost of confidence [respondent talks about Global Skills course] – presentation takes place

in the class and lecturer gives every individual to present and tell their own views. From all of

the courses, we interact more since we hardly know each other. Learning something is always

a bonus in preparing yourself for a better future, testing your own general knowledge it molds

us into that position” (BL_SHER_FGS).

• “I have developed more knowledge – when I was in school I was very shy --- Coming to the

College the lectures were so friendly with the students I must say, I have developed self -

confidence and can speak what I feel” (Pretest_PCE_FGS).

• “Our 4th king said that youth are leaders of the future; so, these analytical skills, make us

develop resources. If I come to become civil servants, I have such skills to speak in the

crowd, when the opportunity arises, I will be able to do this because I can define who I am”

(BL_SHER_FGS).

• Directly, I came here from the school. Once I came here, I know what I can implement

knowledge that has been imparted from my lectures. Wherever I am posted, I will serve with

the knowledge that has been imparted to me” (BL_RIHS_KIS).

• “Whatever we learn in theory, we get to apply. We can practice it and it gives us more

confidence” (BL_RIHS_FGS).

• “As soon as we have demonstrated, students practice. Students gain confidence. Then we re-

demonstrate. They learn and they have lots of questions. And they gain more confidence. So

when they go to the field. They have more confidence” (BL_RIHS_FGL).

Inspiration needed

• “My own feelings [about GNH], the king tries to motivate you – great expectation for all of

the youth. I take it personally to fulfill his dream – it means fulfilling my dreams too. To get a


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government job – morally feeling, good. So I feel like I am my king’s man”

(BL_SHER_FGS).

• “Need to explore many things. Inspiration we actually derive in the classroom gets shattered

and bogged down with doing away with many things, not learning anything”

(BL_SHER_FGS).

• “Inspired by qualified lecturers that gives us a sense of satisfaction” (BL_SHER_FGS).

Career ladder (top down, nepotism)

• “My friend who just joined went through the training.” Another respondent said, “Support

staff is not given opportunities. RUB focuses on teachers only.” A third respondent remarked,

“The support staff will not contribute toward the organization is an assumption made by

RUB.” A second respondent stated, “There is frustration felt by support staff.” “Support is not

taken equally and support staff is thought of separate and it is not included. Teaching is

considered as the major factor and opportunities are not limited” (BL_SCE_FGADM).

• “I would like to relate to management – motivation – management corrupting in so many

ways. Administering. To motivate. By having, I think we should be given certain incentives

[and be] able to attend frequent training inside and outside of Bhutan. Good pay package.

Management – whoever is the head. Corrupt – how to motivate teachings. Favoritism.”

Another respondent said, “This demotivates --- when favoritism..” A third respondent added,

“Monopolistic –demotivates – not really sticking” (BL_SHER_FGL).

• “Our voices are not heard.” Another respondent added, “In Bhutan, things come from up top.

Everything is directed; we are not heard. Only forum is principal’s conference and there are

so many issues to talk about and there is no time for us. Meeting, less budget, so they cannot

do anything – leave for the next year” (BL_CNR_FGSST).

Assessment / exams

There seems to be a gap between subjects studied and the job market expectations and

availability. Students do not feel a passion for learning, as they are not guaranteed jobs in the area of

their academic domain. To better prepare students for life after college, respondents believe academic

institution could create a more streamlined approach to subjects relevant to their future employment

prospects.

• “We who are studying take general exam not technical. We are clubbed under general but it

is technical (RCSC exam). When we graduate, our jobs will be different than what we

studied. It is not applicable – we study science and to do civil service examination. Just from

this, internally with and from heart we don’t feel like studying. We would like to be allowed

to do technical, so we are engaged in our job (BL_SHER_FGS).

Encouragement


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• “Class starts happily when we participate, teacher asks question - we get encouragement from

teacher. Some teachers criticize negatively and we become discouraged and don’t want to

participate” (BL_SHER_FGS).

• ”Encouragement – and teachers belief in the student --- even if I am not very good – you try

to encourage and tell us we are good and kind of encourage us – we become more happy”

(Pretest_PCE_FGS).

• “RUB as a whole – small things can bring to the colleges to encourage GNH – internal

transfer of the lecturers. For instance, we have mathematics course, same lecturer can change

working environment after certain numbers of years, so that there are changes and spirit

exchanges. Also some other colleges have the same courses. I did not see any such cases so

far. If you want to retain teaching in the same college, then you do not want those faculty to

leave. In line with the courses the colleges offer” (BL_SHER_FGL).

• “Tutor said loudly, “Be confident and solve the question; your approach is correct””

(BL_CST_OBSL).

• “Another way to teach students is by motivation and giving feedback. Then, others will be

encouraged” (BL_SCE_FGPST).

Coaching Groups

• “I don’t think it is possible to do it during classes. It is possible only during vacation since

academic session shouldn’t get interrupted. There may not be improvement if faculty within

same colleges have to observe each other rather than from outside (frog metaphor – learning

from the same small pond). There can be development but it might be slow or similar ideas to

implement” (BL_JNP_KIADM).

• “Peer evolution, evaluate for learning growth, plan of action to increase teaching. But this is

usually not follow through. Weaknesses and strengths in the peer evolution. What we do

usually is we observe colleagues. Progressing, no data for how the teacher is increasing their

teaching aspect – we need to develop this. This is something new for us. We need to adopt

and become more proficient. We do not do this yet; we need to stat this entry point”

(BL_RIHS_KIADM).

• “Had monitoring system, monitor employed to observe lessons and give feedback. A lot of

controversy, some didn’t like observation. Students distracted, teacher distracted/flustered.

Part of problem was form used. Monitoring changed – not strict in last few years. Now just

talking about lesson. Haven’t done observations in 2-3 years. Style needs to be changed

(colorful pen). Morale down. Haven’t tried team-teaching. Now only one teacher teaches

whole class in isolation. When monitoring, had to fill out form, monitor has to give negative

feedback (this wrong, that wrong) – maybe didn’t know how to give feedback”

(BL_CNR_KISADM).


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Love of learning

• “I wanted to become a teacher because I like to share knowledge to students from 15 years to

20 – more mature, not just childish play” (BL_SHER_FGS).

• “Great contradictions [when it comes to] learning for passion of learning. Contradiction itself

is in policy. One needs good marks to get a job, there is selection exam and to get a job,

contradiction starts to lie there at the top” (BL_SCE_HOD).

• “Whatever you teach, the important thing is love for teaching. I make sure I enjoy it. I do not

know if others feel this way. I can only make sure I can do this and make sure I love this.

Then we, lecturers, can really prepare, which is more important and how are you going to

teach students. Then students start asking and directing in a better way” (BL_CNR_FGL).

Recognition

• “Pay package most motivating. That is what I feel. If we look at location, we should be

added some extra incentives – income” (BL_SHER_FGL).

• “We have ideas [on recruiting lecturers in future] but they don’t work. It is controversial.

Challenging but trying hard to look, more in demand for Engineering colleges and salary

differences. Demand for Engineering in teaching is less. Increment in remuneration or salary

will bring improvement in resolving such problems. Institute may not be in position to

generate too much of fund to develop unless we seek support from outside (RGOB, GOI)

Other needy things expenditure are managed by institute, and from Capital budget from

RGOB ensure further development” (BL_JNP_KIADM).

Support from administration (resource distribution)

• “I founded the waste disposal club – segregating waster and turning it into money. Not so

successful – I went to study, club is still here but it is not effective – there is no support from

administration and individuals. Objective is to reduce waste, but nobody is doing that.

Friends’ quarter – control it at the source – we provided the dust bin” (BL_JNP_FGL).

Willingness to learn

• “I would like to see that I build interest in students themselves. As a teacher, I would like to

focus on building interest – you say that girls are not interested in sports, but I would like to

teach them how to play sports so they are interested as well” (Pretest_PCE_FGS).

• “Keen interest in being a teacher. If I have interest, my children will b curious to learn”

(BL_CNR_KIST).

Attitude and ethics of lecturers – find plagiarism

• “[Lecturers say] You have to contrast me, argue with me, it will be beneficial to both of us,

but ironically, when we want to speak and raise our hand, he ignores it” (BL_SHER_FGS).

Disinterest


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• “Not all students are listening or paying attention. Once is sucking her thumb, one is playing

with an object, and one is rummaging in her bag” [Observer continued, “The activity that is

being used in class does not reach to the individual level.”]” (BL_SCE_OBST).

Fear

• “If we have doubts and cannot approach teacher, they would scold us, if I have doubts,

teacher asks me where were you, it affect my learning if they are rude to us.” Another

respondent added, “Even if you know something, there may be some error, so if you are frank

with that teacher, if you don’t have any fear, they will answer our doubts. If they are not

friendly, and we have developed some fear, we have to respect their post. If I could approach

a friend, I would form a group” (BL_RIHS_KIS).

• “I would like to learn under a teacher who is friendly and understands our problems, not

arrogant. That arrogance threatens us when we are learning with fear” (BL_SCE_FGS).

No choice in attending college

• “In my case, I wanted to be a journalist. After my exam came, results did not qualify me.”

Another respondent added, “I did not qualified for Sherubtse. I wanted to pursue career in

literature, current conditions of the country, there is a need for technical people. I came to

2nd thought, I joined this institute; I joined here.” A third respondent continued, “I did not

have any interest in engineering, but rather micromanagement. Because of my family

situation, I had to join here” (BL_JNP_FGS).

Perception of work

• “I knew that my day to day teaching was not utilizing a full potential of my students, but now

I have realized that the way I used to teach fell short of my own capabilities as well. After

attending Jumpstart workshop, I feel inspired to make changes in my teaching and require the

best out of my students” (BL_PCE_RTRD).

Praise

• “Although lecturers noted several factors they perceived as having a significant impact to

their job performance, such as the physical structure, the environment in which lecturers

teach, and financial incentives commensurate with the job they do, the amount and the kind of

support lecturers received from their management was viewed to have a direct effect on their

motivation to perform optimally and their level of job satisfaction. Lecturers expressed that

teaching profession as well as one’s impetus to embark on an academic career was both a

noble and a vastly underappreciated path. In light of the country’s current rapid progress,

lecturers expressed their frustration toward their respective colleges’ pressure to strictly

adhere to an ever-changing curriculum and the increasing academic and technological

demands of their students. Lecturers stated that ongoing administrative support for their work,

peer recognition, and an evenly distributed and also continuous professional development


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opportunities, would create an intellectually stimulating work environment, in which lecturers

would feel a sense of purpose and meaning for their jobs as well as loyalty to RUB, their

academic community” (BL_PCE_RD).

Responsibility / Discipline Lecturer respondents perceive discipline as an external manifestation of one’s ability to obey the

rules and regulations. Although not an indication of one’s capability to self-discipline and regulate,

students’ non-intrusive, disciplined behavior is generally perceived as respectful and essential to

maintaining order in a classroom. Taking attendance at the beginning of each class, for instance,

respondents believe, enforces the importance of punctuality. Students and lecturers alike believe that

intrinsic values, such as basic goodness, integrity, and accountability are simultaneously nurtured

through strict classroom management. There is a gap between demands for what is deemed as

responsible behavior, students’ punctuality, and what was observed during research as lecturers

arrived to class late. Role modeling is recognized as another way to instill values of order, discipline,

and civic sense in students.

External

• “We talk about respecting each other, not disturb others, not to create nonsense in the class.’

Another respondent continued, “Standing up upon lecturers arrival and also, they are not

allowed to keep their feet up, no hats in the class.” The first respondent added, “No slippers.”

“Mostly externally,” the first respondent remarked. “Prayers, anthems once a week, talking

politely, no loud voices. That is part of discipline. Mind, body, and speech. Mind, no negative

thoughts, body – hitting, assaulting, causing pain or discomfort, speech – cannot utter bad

words. That is why Bhutanese people are not so assertive; we cannot say no. Compassion”

(BL_RIHS_KIL).

Punctuality

• “Our tutors are very time conscious. GNH class should be starting on time and ending on time

and we should be very particular on time. Our life depends on every second and time is very

effective in GNH” (BL_PCE_KIS).

• “4 students waited in the auditorium. Teacher came 20 minutes late with three students, and

together they tried to fix the LCD. Students waited in their seats” (BL_SHER_OBSL).

• “I would expect punctuality [from a GNH graduate]. Student should not keep others waiting”

(Pretest_PCE_FGS).

• Punishment helps to be punctual. External motivation is why students are punctual. I don’t

mean punctuality, but discipline in the class” (BL_GCBS_FGL).

Role modeling

• “Our director, he cleans toilets at our college. That is a good example of civic sense duty.

When he cleans, it makes us feel little sad and responsible. He role models civic duty”

(BL_ILCS_KIS).


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• “Role model – leading by example. Setting the table, ground rules in the class like do’s and

don’ts in the class.” Another respondent added, “Setting example, not chewing doma,

smoking in front of students” (BL_GCBS_FGL).

Individual / collective

• “By discipline we can preserve the culture” (BL_GCBS_FGL).

• “When I first came to the college – I saw a lot of differences between schools and colleges –

in college we are taking our own responsibility what ever we do or experience we have to

take care of our self. Lecturers do not come behind every student” (PRETEST_PCE_FGS).

Basic goodness

• “They [students in class] seem quite interested in what they are doing --- I see this by the low

noise level, quiet conversation between the students, continued to work with the experiment”

(BL_SHER_OBSL).

• “If there is mindfulness, there will naturally be compassion, and if there is loving kindness, if

all three are there, discipline will follow” (BL_SCE_FGS).

Cleanliness

• “Values like cleanliness, responsibilities, accountability and integrity are taught through

various activities like cleaning, making students the captains and working together with

teachers and students for the school” (Pretest_PCE_KIS).

Punishment

• “Is there a way to make classes more lively and appealing so students are coming to your

classes? Respondent answered, “By punishment only.” Another respondent stated that

discipline is necessary so a person can make correct choices. “If not punished, I would not be

here at this moment. I have learned through discipline, positive reinforcement.” “Punishment

helps to be punctual” (BL_GCBS_FGL).

• “I think there should be some policy. When I was in Nagkhor, there was this language policy.

If we did not speak English, we were punished. Thus, we improved our English”

(BL_SCE_FGS).

• “Instead of punishment, we advise students and they feel happy. In the future, they become

more cooperative and approachable” (BL_CNR_FGSST).

Scolding

• “I feel uneasy because he scolded me. Taking advantages – he has negative impression of me.

(Girls in this focus group are not sharing their views). Friends were there, [lecturer said in

front of them] “It would be a bad impression in your future if you continued like this. I was

speaking frankly, I was feeling sleepy, lecturer should understand” (BL_SHER_FGS).

Strictness


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• “Keep your hands folded. If you move, I will pull your ears.” Later, in the same class teacher

reminded the students to sit” (BL_SCE_OBST).

• I studied in Khaling and I was under very strict rules and regulations. I have already been

guided by rules and regulations. I think I was groomed with it” (BL_SCE_FGS).

• “As most of them, [my positive reinforcement] came from discipline. But as generation

passes, strict discipline won’t work” (BL_GCBS_FGL)

Distraction in classes

• “Class 12, I was taking math and suddenly I had a conflict with math teacher. He is a good

lecturer, but I brought a doubt, which he was not able to solve. He told me not to disturb the

class. I don’t know what happened. We are not allowed to take cell phone, and he caught me

using one, took it away from me, he would beat me. Whenever he entered the class, he would

see me, leave a form, and leave. I thought, if I continue taking his class, I would hamper my

friends’ experience. I dropped the class, and started shifting in biology. Exam – I scored low

in biology and higher in physics” (BL_RIHS_KIS).

• “When I first came to class, I say you should do this and that. Sometimes you have to be firm

besides being flexible. I was doing a theory lesson on cataract and a student was cutting his

nails. I did not pinpoint but said it in general that they must be finding the lesson boring. And

that if they were sleepy or bored they should move out of the room. Now from what I hear

from my seniors I should have set some ground rules. That student came and apologized. I

didn’t want him to feel as if I had done something wrong, but I wanted him to realize his

mistake without hurting his ego. Now he is so different. He has changed” (BL_RIHS_FGL).

• “Students came in late (10 minutes). [Lecturer said], please be mindful of time but if you are

[late] please come in quietly” (BL_PCE_OBSL).

Fear

• “When asked about current education, respondent stated, “Education in punishment

environment. If I was not punished I would not be here at this moment. [I have not learned

through fear] not fear but I have learned through discipline – positive reinforcement”

(BL_GCBS_FGL).

Modernization This segment discusses the factors defined as effects of modernization. Stress of modernity

emerged as the most prominent pattern that encompassed a wide range of concerns respondents felt

were infringing on their traditional values and principles. In some lecturers’ views, modern youth do

not have a sense of belonging, while other respondents share their concerns about environmental and

economic sustainability, the latter pertains to growing unemployment as the numbers of students

attending college continue to grow. Students talked about more elusive impacts of modernization,

such as the deterioration of the family unit and community vitality. Contradictions to GNH and

Buddhist philosophy also became apparent during research in technical/business colleges when some


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of the students and lecturers equated success with monetary gains. As Internet use is growing rapidly

in Bhutan, use of computers and access to the world-wide-web, according to research respondents, is

necessary to usher in a new era. Rapid development has bolstered urban economies, leaving the rural

sector with no capacity to match. Rural populations, as our respondents remarked, have limited, or no

knowledge, of the technology or infrastructure that could improve their support systems.

Stress

• “My rich uncle – his way of thinking and talking has changed. When he was poor, we talked.

Now, his son and daughters are employed and he is rich. It is hard to even walk into his room.

I really feel sorry for him. He has a lot of loans – I feel that every rich person is filled with

loans. He was in stress and worried and I was little happy to see that and also sad. He will

realize and come to his mind. That is the problem with rich people – they always worry about

their wealth” (BL_ILCS_KIS).

• “The autonomous process is pressure. Admitting as many students as possible because

funding is now linked to number of students. Resources keep growing, the faculty has

remained the same but students are increasing because of this style of funding. We have to

look at availability of jobs. 60 students – only 6 students get government jobs. There is more

stress on students” (BL_SHER_FGL).

In the respondent’s view, impact of modern culture has changed the goals and ambitions of

the youth:

• “My view on this is quite broad, it depends on social environment, and During 80’s the youth

were interested in learning and it was simpler to handle it. As of now the youth of today it’s

very difficult since they don’t have a sense of belonging and self-realization they are more to

modern culture. As a teacher’s duty, I make them realize the facts of life and shape their

future. Apart from academic I give support them also” (BL_JNP_FGL).

• “Domestic pasture for the cows are now gone. Dust is coming. Mountain is already ripped

up. Road and infrastructure are only for the few people --- only for the mining, not for the

people. If required to renovate, the mountains cannot come back again. The buildings need to

be renovated after some years. I do not think the mountains and rivers are going to last. As we

develop we need to take care of all of this.” Respondent continued, “The Thimphu River is

very toxic because three mining companies are open. Two villages reported cases because

their villages are polluted with the mining dust. The spring sources are dried because of the

mining” (BL_JNP_KIADM).

• “Government must set firm rules. For example, do not wash cars along the river or dump the

waste into the river. About air pollution, government must have rules for example, control on

the purchase of cars, encourage people to purchase eco friendly cars” (BL_PCE_KIPSADM).

Contradictions to Buddhism, Buddhist culture, and GNH


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Since the GNH framework values a healthy collective, placing emphasis on the survival of the

fittest individual threatens the principles of the communal welfare.

• When asked about a connection between GNH value of loving kindness and success,

responded stated: “No idea.” Nonetheless, respondent engendered a connection between

success and happiness. “Those who are successful people will be happy” (BL_GCBS_FGL).

• The above mentioned respondents seem to contradict their own ideas of the genesis of

happiness: “How do you measure success?” One respondent answered, “Wants are unlimited,

even if they are successful, they might not be happy enough. ” Another respondent remarked,

“ Need to be content with what we have.” A different responded added, “Sense of

sharing”(BL_GCBS_FGL).

• When asked, “What would be an ideal college work situation for you,” one of the respondents

replied, “Money.” Another respondent added, “We hear about GNH, blah blah. At the end of

the day I wish we had money, we do calculations” (BL_JNP_FGL).

Success is wealth

In some respondents’ opinion, job and wealth contribute to success and success is related to

happiness. Even a choice to attend college in hopes of better future is sometimes made to gain a

position of status, which would then lead to financial prosperity.

• When asked, “Why are you here at the college,” one of the respondents answered, “So we can

have a bright future. Nowadays, it does have an important impact on our life. Better life,

knowledge.” Another respondent stated, “To achieve my goals and learning something new.

To become a successful person.” When asked, “What does it mean to be successful,“ one of

the respondents said, “Being different than others. Position, standing on our own feet; I want

to be a businessman. Attributes that lead to brighter future, recognition, respect. If I have a

position, I will definitely have money” (BL_GCBS_FGS).

• “Money and then, friends around us [make us happy].” Another respondent answered, “For

me, if our health status is well because then, we can do anything. Money will matter if you

have health. Nowadays, most of the time, expenditures are spent on health. If we have good

health, earning money should depend on health. If particular person is teaching, government

should spend money on that person.” The first respondent continued, “To buy something,

anything you want to satisfy your demands. To buy a present to my girlfriend, than if I don’t

have enough money, I cannot satisfy my girlfriend. Frustration, I think, where can I manage

money? As students, we rely upon our parents [to obtain money], though I have different

reasons, I state to them I need money. Second respondent added, “Yes, but health is more

important. If I agree with my friend then the happiness will be there. Even with that

happiness, worries are still there. Because if there are tensions, that can affect our mental

status” (BL_RIHS_KIS).


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Urban and rural differences, resources

• “Train assistant for two years, posted in remote areas, basic health units are in the community

for one month (prevention of diseases, curative, promotion) – just simple treatment

[available]” (BL_RIHS_KIL).

• “Zhemgang is one of the poorest regions. In my wife’s village, I saw many children, they are,

some of them – they are in school, but they don’t know how to provide care for their own

bodies. They have rash, infections and they don’t have slippers to wear. It is very sad to see

suffering.” Respondent continued, “Our government should focus more on remote areas than

urban areas - in terms of funding. There is no boarding school; they have to go by the road.

Students travel, walk for ½ hour and in summer, it is hard to do because of animal attacks,

landslides” (BL_SCE_FGADM).

• “In my point of view, everybody in the society must be treated equally and have equal

standards of living, and have benefits and all of the resources. The poor ones must become as

rich as the rich ones” (BL_CNR_KIS).

Technology

• “For example in my family, my two sisters have everything enough of and they do not have

any problem and are always happy so I think that is GNH. On the other hand, I have lots of

problems and I am not always happy.” The same respondent continued, “If it is GNH country,

there should be enough resources. For example, as a lecturer, we need enough resources to

teach well. With a lot of advancement in ICT, we need a laptop to deliver the content and

pedagogy well. But we do not have that, even the computers are very old and it takes hours to

log in” (BL_PCE_KIL).

• “If there is enough of everything, conducive classroom environment, the students are happy.

These days Internet has become an essential part of the student learning and to have its access

first thing we need is a computer and accessibility to net. If we look at the present situation in

our college, those rich owns a laptop but parents of the poor can’t effort to buy one. Where is

happiness for the needy ones? Poor children do not have high self - esteem and as a result this

affects their learning and when they do not learn effectively, they are not happy”

(BL_PCE_KIL).

• "Modern medicine and amenities became user friendly. Since ours is old it stayed static. Fast

evolvement in modern medicine e.g acupuncture is painful and modern injection is painless.

Because of modern education they hardly know about traditional medicine. During 3rd King

who said there is need to revive culture and medicine now it is reviving. From 1967 official

recognized” (BL_NITM_KIADM).

Transition to autonomy


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Respondents from the following examples recognize the change in lifestyle from rural to urban

setting that is not only physical in appearance but it also represents a potential threat to community

cohesion and Bhutanese cultural identity.

• “To relate it to gnh: what I feel about gnh, in Bhutan, village, there are 5,6 houses and there

are spaces between them. In the past, I am from a very remote village, people used to be very

related to each other, cooperative in terms of needs. I used to hear from my parents, they used

to share fire too (matchsticks were not abundant). Sometimes when there is no fire, people

would use fresh cut wood to keep the fire alive and use it in the morning. Sometimes, the fire

that you saved goes off and then you go your neighbor’s house to share. People were so close

and when we go to village we see cooperation and everyone helps a particular house. With

globalization, the main thing – urban areas, we live in the same building, but we don’t know

our neighbors. This contact even among families is only kept through phones and emails, but

closeness, and basic need for human survival is lost” (BL_CST_FGS).

• “My village, we have cultural traditions, whenever we build house, we don’t have to pay

men, we just give them lunch, and people would send person from each household to help.

Nowadays, it is fading away” (BL_SHER_FGS).

• “There is no concrete data of 1960s and 70s, but looking back to those days and comparing it

to now, I feel there is no food self sufficiency in Bhutan. Take a survey during the lunch and

see how many people eat local rice/Indian rice/local mustard oil/market refined oil.” “I feel in

earlier times farmers used to be more self sufficient. The change in lifestyle is buying new

diseases like diabetes and obesity. These were not seen ages ago” (BL_CNR_FGL).

• “It is right for us to prepare for environment preservation. Our advantage of looking at other

nations is that we can decide whether to follow not no not follow them. There should be

changes. Now you will not find a place that does not have McDonald’s, KFC and Pizza Hut.

Modernization can be embraced in a right way” (BL_JNP_KIADM).

• “I am an optimist. Education prepared our people how to move into modernization. There are

sections, those who are educated to prepare how to take in, how to like strain. Education

prepares them to I would like to do this and not do that. They are not able to do this.

Education has also opened avenues; they try to take in more then what they can. On that one I

think it has not brought positive changes. It also brings some weaknesses in the society. Well

informed, skeptical about other people, no longer ignorant. Can be skeptical about other

people. Inform and misinform people, and then relationship breaks down, no community

vitality” (BL_SCE_KIL).

Rural to urban opportunities

• “Brain drain or urbanization is taking place when development takes place only in one district

like Thimphu. There are so many cars but no traffic light. Facilities provided in developed


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district attract people from rural area. Rural area people moving towards better places.

Modernization cannot happen only in one area.” Respondent continued, “They [remote areas]

are affected. If lectures here had an option to transfer to Thimphu, over 50% would go. Better

facilities, in terms of accessibility, shopping and daily needs. Thimphu has become flooded

place with so many vehicles and given the chance I would choose this place”

(BL_JNP_KIADM).

Happiness of fulfillment of desires

• “In Bhutan, GNH is about living peacefully within ourselves. The criticism is that GNH does

not increase GNP. People think that everyone should own a car and living standards should be

raised and that equals GNH” (BL_CNR_KIS).

Media literacy

• “Madam, people from urban areas, they are good in English. People from remote areas, their

English should be made better.” Another respondent remarked that student from urban areas

are better in English, “Because they have availability of newspaper, magazine and in rural

areas, they will not get these” (BL_SCE_FGS).

Corruption

• “Private companies, like logging and mining want to exploit natural resources and they do not

conserve forest, and they only care about money, which is against GNH, environmental

preservation” (BL_CNR_KIS).

Environmental Preservation Recognized as the second pillar of the national framework, GNH, environmental conservation

is another theme that surfaced as a consequence of the country’s rapid globalization. Respondents

generally shared common views on the importance of environmental preservation, however, when it

came to their opinions on their personal efforts to address an array of environmental issues,

respondents’ views differed. One of the administrators raised an issue whether environmental

concerns and efforts were individual or a collective responsibility. Volunteer spirit is not nurtured as

part of the curriculum; student engagement in service type work is restricted to extra-curricular

activities and club memberships. Otherwise, once a week, while supervised by their warden, students

participate in social work activities that include cleaning of their dorms and campuses. Respondents

claim that their country’s accelerated growth has failed to create proper waste management facilities.

With schools as an exception, greening of the academic environment across most colleges has been

restricted to an annual, “Plant a Tree” event, on June 2nd. Respondents at the college with a strong

focus on health revealed a correlation between their environment and healthful living. They showed

interest in planting an herbal garden that would provide teaching opportunities for students immersed

in the study of plants as well as it would create an additional income for the college.

Volunteer


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• “It is very difficult to convince the community.” “Residents look inside only. Outside their

buildings is considered their landlord’s responsibility. Landlords rarely visit and there is no

monitoring. Perhaps, residents do not appreciate cleaning duties.” “Again, it is up to the

individual” (BL_CNR_KIADM).

• “Lecturers do encourage students through social works that is carried out in Institute. During

morning talks, I do talk on environmental preservation as well as culture. In fact, there is civil

society called “Samdrup Jongkhar Initiative” which is to ensure zero waste management area.

In our college we have student voluntary group working for Waste disposal organized by staff

members. We also seek support from RSPN, Thimphu. It is to collect garbage for disposal in

proper area. On the other hand, District City Corporation does regular duty in collecting

garbage for further disposal” (BL_JNP_KIADM).

• “Before, in class 12, at a young volunteers in actions camp, we were taught life skills, and

that camp helped me to decide how to deal when I find myself in difficult situations”

(Pretest_PCE_FGS).

• “It [environmental preservation] is not conducted as class activity but as extra-curricular

activity. Every Saturday, as daily work program, 3 departments (Civil, Mechanical and

Electrical) get engaged in cleaning hostel, cutting grasses and cleaning campus mandatorily”

(BL_JNP_KIADM).

• “On Wednesday and Saturday, we gather for social work, cleaning, which is supervised by

warden and he corrects our mistakes and that helps improve our living environment so we can

live comfortably. That helps us live more smoothly” (BL_CNR_KIS).

• “With the help of RSPN and Helping Hand Club, we clean our campus and manage our

campus to keep it clean and beautiful and we are also aware about the global warming and

deforestation and we have to preserve for our future generation. Every week Saturday and

Wednesday we have work programme. The students used to collect garbage’s, go to town and

community for cleaning up campaign” (BL_JNP_FGS).

Waste Management

• “There are stakeholders like the Department of Forestry and Royal Society for Protection of

Environment. Unfortunately, just stepping outside and walking down to the valley, there is a

lot of litter and above the road there are only 2 residents. The culture of waste is not there.

Inner core value is not there.” “In cities, waste has increased exponentially and proper

disposal is not done. Everything is cornered to one place. Even hospitals, they produce 150kg

a day. We need waste management facilities” (BL_CNR_KIADM).

• “Highly qualified people go out to work – out of country to work. So then we have brain

drain. Every time I go to market I gets lots of plastic. I take it home I roll it and collect and

when I return I give it back to the shopkeeper. I collect the bottles and cans. If you see my


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place today, I even collect and advise with the people around me. At work, I do not allow the

people to cut down the trees and tell the director. Then the director can prohibit. These are

the few things I do” (BL_JNP_KIADM).

• “For me, I am sensitive to GNH. And have always practiced it because I am a responsible

person. Even when I go out, academic achievements are always in the back of my mind. I

think I have a civic sense in me. Now, Bhutan is at the crucial point to lose a lot of its

environment – litter is everywhere. I, whenever I eat something, I take care of my waste. My

friends say: it makes no difference. I reply one person can make a difference. GNH is popular

now, but it has always been here – now we can connect to it more” (Pretest_PCE_FGS).

Green school

The following quotes not only support the idea of bringing an awareness of the environment into

the schooling communities, however they also notes the place education has in the Bhutanese society

by being a role model for others. For some respondents “green school” concept was not very clear, as

they provided general, vague understanding of it.

• “Talking about greening school, vegetation, gardens around, should be clean around school,

etc. Not just green vegetation but also students should be happy, satisfied with fresh mind.

Lack confidence in how to teach GNH.” Respondent continued, “Green school means every

kind of facility and opportunity – that is ideal of happiness. Green tree looks very fresh. If

surrounding is very clean, lots of flowers around, fresh air, our health will be good”

(BL_CNR_KISADM).

• “In future we will try to plant and domesticate plantation of herbs. Make herbal garden. It

will also generate income and sell from where they gain happiness. I though such idea can be

really good. I wish we have bigger land where we can plant herbs here and role model”

(BL_NITM_KIADM).

• “The school environment has also improved a lot. We have also done some greening. Our

children are also happy when they see flowers and trees while taking them outside”

(BL_PCE_KIPSADM).

• “We sustain our life from environment, water that we drink – the gift of life. If environment

is not healthy, you will not breathe good air, or drink good water – life sustaining elements in

life. There is no doubt, if we don’t sustain it, we will not be able to live. We already have

problems. Again, here in Bhutan, our livelihood depends on environment – hydropower plant

– water will dry if we do not protect it. That is why I always say, manage little, keeping

environment clean, being conscious of our own environment, planting trees with dedication,

love, and care. I always say, sing to your plant, take care of it talk to it – that is how we can

respect nature. The trees here, we planted them before the school here. I brought students


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from ____. I have shared my dream of plant a tree project – whoever comes here, must plant a

tree. Every person who comes to this institute must plant a tree” (BL_ILCS_KIADM).

• “On June 2nd, thousands of trees are planted. Government is trying to minimize forestry

products and to also minimize forest fires – they are putting in place these steps. I do not

know, but definitely, but Bhutan is doing well in preservation” (BL_ILCS_KIADM).

• “I planted a tree in the campus. On a pilgrimage, I pick garbage” (Pretest_PCE_FGS).

• “We are made to dig a garden, plant trees during SUPW time, we carry out mass cleaning.

While in the hostel, every Thursday we clean our rooms and surrounding. Also the classes are

allocated certain areas to be taken care for a year. I know that 60% of Bhutan is covered by

forest. Our Govt. is more concerned about the environment. They have stopped cutting down

trees and burning of pastures like before. Not only the Govt. but we also work to preserve. I

pick up rubbish, for example when I walk from the hostel to the town and see plastics, bottles

and papers lying along the road, I will feel something and I pick it up. The Govt. has

restricted the burning of plastics, which is good and now they are recycling it. At home also,

Gups organize mass cleaning weekly and they organize planting trees on 2nd June every year”

(BL_PCE_KIS).

• “Taking care of trees and plants in the school campus. We tell students to take care of the

existing trees instead planting of new trees. Another thing is to do with classroom teaching. If

there is a topic related to the environment, teachers talk about it and interpret how

environment is useful. They try to inculcate the value of taking care of our environment”

(BL_PCE_KIPSADM).

Experiential Learning

• “In field trips we warn our learners not to pick those herbs it is important to sustain those.

When we meet people who pick those herbs we tell people that we should pick all those and

leave some for future” (BL_NITM_KIADM).

Needs to be embedded into all modules

• “We have no such rules [about environment related rules], but we do talk about the

importance of conservation of environment frequently” (BL_PCE_KIPSADM).

• “College form a weekly group; they pick up garbage every week. There are few dustbins

around the campus. Every Wednesday.” Another respondent continues, “If I pick it up

[wrapper on the ground], people would think I am trying to act different, so because of this I

do not pick it up.” A third respondent added, “If we are forced to pick it up, we will. If there

is a dustbin around I can pick it up. But if far away, I will not” (BL_JNP_FGS).

Health Connection

• “It is prior important and NITM play greater role. Inner and internal world the

interdependence and interconnection is important. In order for us to stay happy we need to be


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physical healthy and for that we need to keep our environment clean and proper since we are

interdependent and interconnected. If we realize that and protect our environment our life is

also at risk. If environment is unhealthy so will our individual life be. Our human life depends

on environment we get medicine form that. Environment is our treasure and we need to teach

our society and students and protect” (BL_NITM_KIADM).

• “We also focus on the health of the child. Now in our school we have a health club who

looks after the health of the child” (BL_PCE_KIPSADM).

Community Partnerships Community vitality

• “So far it [promotion of self-sufficiency in the community] is introduced and not focused on

intensely but as a part of small support that social group could render. It is short term on the

need base not taken as our primary focus” (BL_JNP_KIADM).

• “We have some sort of services, helping people to educate them in lines of happiness, these

are things we look at. Also, we go to the community one a month and do physical check ups.”

Respondent continued, “Our people face lifestyle diseases, obesity, so we go the community

to talk to them, record their blood pressure, teaching them about nutrition. We go to public

places, like clock tower and talk on important days about healthy lifestyle. This is an ongoing

activity, family planning, and immunization. Family planning centre is there every day. Our

students go there and take part in disseminating info – it’s a reproductive unit. We have

different sections. People who are going to be teaching, go along with students”

(BL_RIHS_KIL).

• Community work and needed capacity: “[Community work] Once a month because access to

hospital is difficult, so on their way to market, people can come to us in public places.

Sometimes, it is a global days (HIV, Family days..), so it is announced on the radio, BBS. We

do our own routine, sometimes we don’t announce. People still come in.” Another respondent

states, “If we announce, we could not see all. People are always there at the market, so we

cannot manage all.” The first respondent added, “We have to pay them, radio, Kuensel to

advertise and we don’t have the funds, and they want to charge us. Once, last year, during ---

day so many came from Punakha, and complained because we could not manage.” “Thirty

students participate. [Selected] based on their level only. When reaching 3rd year, they should

know all and developed all skills” (BL_RIHS_KIL).

• “BMI check up [to promote the health of Bhutanese people], we are screening those at risk

for diabetes, we refer them to specialists, promoting cleanliness. “CCC” club initiated by the

2nd year, clean water resources, collect bottles” (BBL_RIHS_KIS).

Parent Partnerships

Parent involvement is restricted to volunteering at school and being aware of the child’s progress

in school. Lecturers did not seem very receptive to the idea of including / inviting parents to their


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classrooms. There was a perception that parents would not be interested in lecturer – partnership,

unless there was a problem to report.

• “At the recent parent teacher meeting, we received approval of the parents – soon we’ll have

annual rituals, midterms – and in between conducting monthly tests – students have to show

their parents marks and get them signed” (BL_CNR_FGSTS).

• “If students are indulging in bad activities, the college management has to go to the extent

that their parents are informed regarding their bad behaviors.” Are there any other examples

regarding community vitality, are the parents involved? “Particularly during some

celebration.” Parent involvement is limited to celebrations only; it does not seem they are ever

invited into the classroom” (BL_GCBS_FGL).

• “Parents should know about the child. Students learn only for few hours at the school so once

the students are at home, the parents should guide their child, see what they have learned,

what problems they are facing and give them time to study. This will improve the quality of

education. The parents should be informed” (Pretest_PCE_KIL).

• “Parents are not bothering much about the students learning. If parents are more active,

student will improve. In all the school activities we get less involvement from the parents.

Whatever activities are carried out in the schools, parents should be informed. For example,

last in Tajo School they were organizing a cultural program and parents were asked to teach

their children some dance items. So some sort of activity where parents can take part should

be organized by the schools so that it really helps improve the quality of education”

(Pretest_PCE_KIL).

• “It [parent involvement] is not possible. That is very minimal in our society. “ Another

respondent continues, “Parents will have no time.” The first respondent states, “Parents don’t

even come to our meetings. I don’t blame our society, but we give feedback and parents may

not pay attention to their kids. Meetings, parents hardly come to the meetings. But, if

something is wrong, they will broadcast it broadly. Parents must be educated thoroughly.”

• A different respondent answers, “Parents do expect kids to do well, so maybe parents think

the kids are old enough to take care of themselves.”

“Parents need to be educated, not literally but should know and contact us to find out how

kids are doing.”” Some parents do, but not many.”

“We have meetings, and there is SPEA (school parenting education awareness). It is a

workshop with the department of youth and sports. Before we had that; now, we don’t. We

called all of the parents and we trained them on awareness and life skills, we talked about

HIV, and positive discipline. We have not seen it [“SPEA”] for a few years. Parents were

educated on HIV, malaria outbreak, bird flu – mostly health related” (BL_SCE_FGL).


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• “Interaction with community can make better, programs every year. If can get parents to

participate, come to observe programs – students will feel more proud. Many parents used to

come and spend whole day here with students, but recent discussion said parents are a

disruption (hang around campus, peek in windows and distract students, etc.). But if parents

really involved, ask why they are there and link them with different activities – could be

beneficial. Parents also would appreciate” (BL_CNR_KISADM).

• “Community is affecting college in a negative ways because of liquor stores. Students skip

classes and go to bars and then skip classes in the morning” (BL_GCBS_FGL).

Volunteering: helping the community from the students

• “To achieve the vision of the GNH, we have a club called Helping-Hand Club”, we are of 30

members. Every week we have a programme and we decide to go the community and visit the

houses and meet with the people and listen to their problems and help they needed in the

community, and we come back at the college, we sit together and find a solution and ways to

help the community in a better ways and we go back next time to the community and help

them. We also renovate religious items like painting of stupas cleaning monastery and etc.

We also have a RSPN club where we collect garbage’s and manage waste every week and

educate the community, which is part of GNH. Some community have a more number of

children and its difficult for the parents to send the children to the school, AS a club we

collect money and seek donation around the community, shops and etc., and help the parents

with money and cloths too. The community is really happy with our club and very thankful

too. As a GNH country we are really happy and our club here are benefitting the society and

very happy with us” (BL_JNP_FGS).

• “On joining institute, I have formed “Helping Hands” social community helper. In this group

last year, the member Graduates collected 25 formal ghos and other used clothing blankets

and we distributed them to pre-identified families in rural community” (BL_JNP_KIADM).

• “Some people are very poor, so we have once social service unit. We see the welfare of the

needy people. We have, above our college, one lady paralyzed and no house, so a group of

students, we go up there and build a shelter for her” (BL_SCE_KIS).

• “So much interest, I had to limit member to 30 student which would ensure proper working

system. Donation solely through individual help, 30 members volunteered for this support.

Waste disposal management do invite expert from SJI for support” (BL_JNP_KIADM).

• “Also, students go for blood donation for needy patient. Sometime weekly and sometime 2 to

3 times a month. Students like donating blood and the hospital has been there since late 80s”

(BL_JNP_KIADM).

Elderly


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• “We cannot do much [to promote GNH]. Our duty is to study to achieve something and do

something for our country. Sometimes probably, there should be advice from elders to guide.

Sometimes we tend to forget our responsibility. [Elderly] remind us what is right and what is

wrong” (BL_SHER_FGS).

Guest speakers

• When interviewer asked, “What would you bring into the classroom if you could bring

anything [to improve and enrich your learning]?” Student respondent answered, “Bring an

experienced person to share views” (BL_GCBS_FGS).

Resources Respondents state there are inadequate resources necessary to achieve quality education. Limited

resources referred to include computers, access to Internet, technology, facilities, stable power supply,

and insufficient infrastructure in rural areas of the country. Students would like if computer classes

were available to all students, not limited to IT students and staff. Lecturers would like faster Internet

connection to be able to receive and disseminate materials for their classes.

Limited

• “For example, as a lecturer, we need enough resources to teach well. With a lot of

advancement in ICT, we need a laptop to deliver the content and pedagogy well. But we do

not have that, even the computers are very old and takes hours to log in.” (BL_PCE_KIL).

• “Now we have only 20 computers, it is hard, so maximum students have problems making

presentations. I would make computers accessible to all” (BL_RIHS_KIS).

• “There was power fluctuation which frequently interrupts the teaching learning session”

(BL_SHER_OBSL).

• “In urban areas, there are advantages. Nowadays, in remote areas advantage is that there is no

computer - just study, but in urban areas, there are other things. As we know students are

taking drugs, and different kinds of abuse take place in urban areas. There are a lot of

facilities in the urban areas. In remote areas, students walk for 2, 3 hours, crossing rivers to

come to school” (BL-SCE_FGADM).

Internet

• “A strong shift is not good, unlike other countries we do not have good library and students

may not be able to cope up. Both students and teachers have to work hard. Teachers giving

work for exploration is not always realistic.” “We have poor network. We need to have strong

wireless facilities. Cannot submit the assignment and cannot work on it“ (BL_CNR_FGS).

Capacity building still needed

Respondents stated that better facilities, could invite more students into the library. To improve

the reading / learning environment would enable library staff to more efficiently serve their library’s

beneficiaries.


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• “Also, transportation bus, we have one, but it is no good. Other colleges have it and we

deserve it as well as we are under the same umbrella of RUB.” Another respondent says, ”We

also have a water problem in the staff quarter.” A different respondent adds, “There is

sufficient water because of the construction.” “We get it but it is not clean” (BL_JNP_FGS).

• “We need more workers to accommodate the growing city. We have a shortage, so we need

to produce more. We need more infrastructure. Because of population increase, we have set

up satellite units.” Another respondent added, “There are 3 satellite clinics in different

locations running every day” (BL_RIHS_KIL).

• “The current practices lecturer should not teach the same module after 2 years so he can

address the shortage of human resources” (BL_SHER_FGL).

• “Good library system [would make the respondent happier]. Card system right now is tedious

and manual. We need a better system and we don’t have furniture. I would like to have a

well-furnished library, good books, and I want to suggest my lecturers to take their books out

of the library because we don’t know which ones are important and which ones are not.

Electronic library, e-books library would be more presentable” (BL_SCE_KISADM).

Equitable distribution

• “Behavioral science – if we prepare for RCSC exam, so right now the science is overloaded,

lots to study and attend to practicals. When they go for the RCSC exam, if they are focused

on the exam and the main thing at RUB is Dzongkha. The sciences are not taught in

Dzongkha – only one semester, so they [students] are forgetting. The basic thing they are

forgetting when they go for the examination – focus are all from BA. Other job market – the

science are needed – the government sector – the BA are sent. On that, if they could currently

check out make some solution in such a way they can teach more specifically in Dzongkha

and English. Some modules in science background – more importance to English and

Dzongkha --- Because when BA students are free they are always occupied – focusing in the

practical – for science – the exams are all taken by the BA” (BL_SHER_KIS).

Internet courses for students, more skills learning

• “Teachers want to browse interesting articles helpful for children, print materials for

classroom. Students want to learn about typing, learn from Internet. Some students with

computer at home better than many of the faculty –even teach the faculty”

(BL_CNR_KISADM).

• “We could have some more opportunities like computer classes to explore computers”

(BL_RIHS_FGS).

• “Learned how MS word and Excel --- one module. If we are not IT student we get only one

year for the three years – only the basics. Until know only using search engines and only


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educational websites --- for this usage it is not complicated --- not seek any help from

lecturers” (BL_SHER_KIS).

Soft copies, books

• “Availability of resources, especially textbooks --- resources and access to Internet. All the

time they go to the shop -- very expensive, the cost is high. Ask students to copy and money

is a big cost and constraint. High speed Internet we can take of the availability. Frustrating to

download from the Internet. Around 1000 computers are sharing the wireless and Ethernet.

Many use at the same time – very early to download – very slow and do not work well”

(BL_SHER_FGL).

• “The teaching strategies used here are most like power point with slides, and are not given

any more resources, and there are limited number of textbooks, they ask the students get a pen

drive and get the copies and then they have to read it. But the students need a computer for

that; for the rich that is possible. For poor it is a constraint and that hampers their learning”

(BL_JNP_FGS).

Structure Most classes observed were conducted in a traditional, lecturer -centered environment with

the lecturer standing in front, leading the class, and controlling the pace of the lecture. Seating was

typically arranged in rows, except in few classes, in which students sat at hexagonal desks, which

allowed students to have more face-to face time with their peers and more opportunities for group

discussions. Class size, for instance, surfaced as the most dominant pattern of the structure theme.

Both, students and lecturers are in consensus that smaller class size leads to a more personal

relationship between students and students and lecturer. Lecturers also add that large class size is

more challenging to handle and therefore, the only teaching method available is the lecture style.

Furthermore, current class duration does not allow lecturers to cover the content or to engage students

in active participation.

Class size

Large number of students in the class creates no intimacy in the classroom nor does it allow for an

easy interaction between students.

• “The number of students is large with 90 students in the class. Using strategies could take a

lot of time” (BL_JNP_FGS).

• “Number of students. In the civil department, 90 students is hard to handle.” When asked,

“Can you think of any kind of measures to improve,” one of the respondents replied, ”The

number of students will increase, so student lecturer ratio will be high.” “How many students

do you have in your class?” The same respondent answered, 89 in one class, 45 in other.”

Another respondent replied, ”120.” When asked, “Are they practicals, or theory classes,” the

first respondent answered: “Both” (BL_JNP_FGL).


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• “There is no communication between students and teacher and students. Sometimes, we

hardly know whether know if those students sitting in the back exist. We should know each

other” (BL_CST_FGS).

• When asked, “Do you see any other ways to improve the quality of your classroom,” one of

the respondents said, “Smaller number of students.” Another respondent added, “Also, the

size of the classroom. It should be smaller. This is not the standard size for technical

education.” “What would be standards?” The same respondent replied, to be able to talk,

rectangular or square shaped” (BL_JNP_FGL).

• “Clubbing the classes with common subject is not good. 84 students put in a room is too

much. There is not even a place for the laptop to be used” (BL_CNR_FGS).

• “From learning point of view, classrooms always packed with large number of students,

facilities always insufficient, central curriculum mandated from the top. With a local

curriculum, learning may be better” (BL_CNR_KISADM).

Class duration, too short

• “Due to time constraint, I cannot monitor every student to keep a record of their

improvement” (BL_ILCS_KIL).

• “Course content is so much that we could not – the lecture only for one hour – within one

hour the course content is not covered. I think the course content should be reduced”

(BL_SHER_KISM).

• “Time 60min. It is hard to capture students’ attention in one hour. Yesterday it was so hard to

listen. Students feel that also” (BL_CST_KIAMD).

• “One hour is not enough to have an interactive session” (BL_RIHS_FGL).

• “We are limited in time for the classes. We would like to talk so much on the condition or

disease but because of time factor we focus on the really important things to get the job done”

(BL_RIHS_KIADM).

• “During one hour, we hardly get time to interact” (BL_ILCS_FGS).

Accommodation

• “I am experiencing hostel for the first time. Till 12 I was day scholar. In hostel it is difficult.

We have to adapt to crowd and we have to respect each other. They have to also respect us. In

the crowd it is very difficult. Each one has different habits, personality it is difficult till we get

close because of this things get difficult. On the other hand being with friend and roaming in

town is delightful. Friends are approachable and being with them is god since they understand

our feelings by weighing positive and negative I like friends but I don’t like hostel life”

(BL_RIHS_KIS).


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• “Accommodations for teachers are quite difficult. 100 teachers, only 45 have living quarters.

Staff quarters. Invest [in] developing facilities for staff and classrooms. Student

accommodations are coming – still overcrowded as students increase” (BL_SHER_FGL).

Classroom: seating arrangement, indoors, outdoors

• “Congested with small space in between the columns in which the class is arranged. There is

hardly any space in between the rows for movement” (BL_RIHS_OBSL).

• “Lecturer comes back (11:51) to class and walks up to groups that can be accessed – other

groups are seating by the window, occupying inner desks that cannot be walked to”

(BL_SHER_OBSL).

• “Classroom looks quite unhygienic with dust lying everywhere and overflowing dust bin

placed at the back of the door” (BL_SHER_OBSL).

• “Basement level classroom. The room smelled moldy and was cold. The room was very

crowded. Tables were very big and students seemed crammed in some areas”

(BL_PCE_OBSL).

• “Now, what has been written at the bottom of the board is not visible. (I, observer, am sitting

in the last row and students in front of me are obstructing the view)” (BL_SHER_OBSL).

• “I do not follow rigid uniform class structure. My sitting arrangement is very different. In my

class, groups are facing each other and we can move around the room too”

(BL_CNR_KISADM).

• “Lecturer mainly stays in one spot, in front of the class. Realistically, it would be challenging

to move around the room as students’ desks are positioned very close to each other”

(BL_SCE_OBSL).

• “Bright airy classroom with a projector, writing board, and hexagonal desks at which

students are facing each other” (BL_SCE_OBS).

• “The classroom in inside the lecture theater. It is dark and all the fans are turned on. The fans

are making a lot of noise. The lecture theater is only half-filled” (BL_CST_OBSL).

• “Class had a U-shape lay out and everybody was able to see PowerPoint clearly”

(BL_GCBS_OBSL).

Facility shortage

• “Lack of resources, computers, facilities [hamper teaching service]” (BL_JNP_FGL).

Number of modules

• “Taking 5 modules at a time is too fast. Similar to class 12, when we are in college, it is very

heavy. Making it four years instead of three years” (BL_SHER_KISM).

Location of college (remote – Sherubtse)

• When speaking about lecturer exchange, professional development opportunities, and

incentives for the faculty staff, respondent remarked, “With Sherubtse, the location itself


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is a constraint. We are not exposed to many things as people in Thimphu and Paro are

exposed to” (BL_SHER_FGL).

Artificial lighting

• “Bright classroom with some natural and artificial lighting” (BL_SHER_OBSL).

• “So silent, no light and dim class. No chair for the teacher to sit” (BL_SHER_OBSL).

• “Inside the classroom, there are 6 Tube lights, 4 plug points, One green Board, 16 Tables 30

chairs made of wood. One window light” (BL_ILCS_OBSL).

• “Good lighting system in the classroom. Ventilation seemed not very good, all windows

closed” (BL_RIHS_OBSL).

Sacred spaces

Since current space cannot accommodate all those who are interested in practicing mindfulness,

providing ample space for the practice could encourage more students to participate. Meditation on a

first come first serve basis, due to limited seating, does not utilize full potential of the mindfulness

practice.

• Sacred space: “We are interested [to practice mindfulness], but have no chance. Seats are

limited. First come - first serve [criteria]. The hall is not big enough” (BL_SHER_FGS).

Schedule of classes

• “When we have too many periods – continuously teaching without breaks makes me tired.

Teaching values in a subject content that is too large” (BL_SCE_FGL).

• “[Regarding classes held both, in the morning and in the evening] In the morning, it is better.

In the afternoon, we are sleepy and it is hard to capture what is in the class”

(BL_SHER_FGS).

Democracy Freedom of expression

• “Our voices are not heard.” Another respondent added, “In Bhutan, things come from up top.

Everything is directed; we are not heard. Only forum is principal’s conference and there are

so many issues to talk about and there is no time for us. Meeting, less budget, so they cannot

do anything – leave for the next year” (BL_CNR_FGSTS).

• “Answers can be right or wrong. Everybody has a chance to speak. Old days are gone when

we were afraid to speak” (BL_RIHS_FGS).

• “Lecturers give us a chance to speak, we feel freedom to interact with our friends and

lecturers give us freedom to express our problems” (BL_SHER_FGS).

Freedom with responsibility

• “Freedom of expression [is GNH]. After we cross the age of 18 we have legal rights to do

anything. GNH is one thing that can linger in everyone. Freedom of expression of feelings.

So it is in the heart; that is where GNH is. It comes form the heart.” “He has his right, but


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because of some consequences, they drink alcohol, we can do this because of freedom, we

smoke, and then bad habits come” (BL_JNP_FGS).

Gender

• “No bias no inequality between boys and girls – we think that girls can do anything”

(BL_SHER_FGS).

• “Whatever men do, women cannot. Their thinking is different. Men think bold, and women

are shy here. In the west, there are women who are better than men. Here, we even had to

search for women to be in this focus group” (Pretest_PCE_FGS).

• “I would focus on gender discrimination – most students complain about that. I would tell

them, if they worked hard, their work would be acknowledged” (Pretest_PCE_FGS).

• “Not to say that colleges are not trying to eradicate the inequality. Example, there was a

tournament arranged for women and no one turned up, so they had to cancel”

(Pretest_PCE_FGS).

• “Girls have to wear kira compulsorily, but boys don’t have to wear ghos. Wearing kira in

bazars is not necessary, but girls still do it” (Pretest_PCE_FGS).

• “As rumors are spreading, we women are protected and secured. It is good for us, but we feel

trapped and we are not allowed to expose ourselves. Rumors – they [college administrators]

are trying to make us stay within campus only. College administrators - Girls only. It is a

rumor. “ Another respondent, male, stated, “Nice gestures” (BL_SHER_FGS).

• “Male students respond only” (BL_SHER_OBSL).

• “There are teachers that only stick to girls and if boys raise hands, they are made to feel bad.

I don’t know if they were lying. Mixed [students talked about it] – soft with girls, hard on

boys. [Example is] casual conversation in the class. Boy is made to feel embarrassed, bad

look is given, “you keep roaming,” they say. For the girls, there is softer approach.” Another

respondent added, “I agree with madam. Science students - practical’s, if you see markings,

male lecturers used to give more marks to female students and different controversy and same

with male lecturers and the girls” (BL_SHER_KIL).

• “There are 3boys, 3girls, there is equity here (in the focus group). But, men get more

opportunities than women there is no gender equity. They treat us well, but some lecturers

prefer one gender over another (males prefer males and female prefer female students)”

(Pretest_PCE_FGS).

• “When I was in primary, I had a teacher that was very strict and very injustice-bias.

Discrimination, always good things to girls and not boys and I did not like his bias towards

me. This is not GNH and it should be equal” (BL_PCE_KIS).

• I do not agree with him that it is societal – I am from the rural area, and I would take the

opportunities if they were given to me.” A third respondent remarked, “Society affects girls.


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In our country, women were told they were made to do only house work; that creates

psychological issues. It is the society that has brought up the inequality. When it comes to our

trainee teachers, we can tell who comes from town and who comes from rural areas – based

on their speech and demeanor, you can make out where they come from. Slowly, they try to

standardize their living. As teachers, we have a major play to eradicate this inequality. We

can give equal works to do, encourage girls because that can affect their mind. We should

treat them equally and they will then build courage inside of themselves. I don’t know if it

can happen fast, but we can do it slowly. Education can help them” (Pretest_PCE_FGS).

Good governance

• “Our voices are not heard. You come up with innovative ideas and then they are shut. Then,

getting and looking at individual ideas, they are killed when the first move has been brought.

At times, it is the people in the management. Lecturers are coming up with ideas and they are

rejected. That kills our motivation and innovation” (BL_SCE_FGL).

Shared decision making

• “Equal representation in the committees from various groups [is needed]. Senior management

is made up of only seniors” (BL_SHER_FGL).

The collective good

• “A farmer cannot have more than 25 acres of land. Some poor farmers have less land. Less

than 8% of our land is arable. Trainees here learn skills throughout their stay here. These

people are supposed to disseminate these skills to farmers. But again for example, 20 farmers

are given farmers training on a particular skill, but only about 5 put the skills to practice. But

in the paper which gets documented, it will show that 20 farmers are trained for that particular

skill” (BL_CNR_KIL).

• “You will be learning so many skills and knowledge, but that has to be submitted into the

family community in rural Bhutan. Through the skill you make very good, but keeping

knowledge in self, only you will benefit. If this knowledge is shared, other people will

benefit. The ultimate is conservation or productive – do not keep the knowledge in yourself.

That has to be translated into action” (BL_CNR_FGL).

• The agricultural policy in Bhutan emphasizes farmers on keeping less high yielding cattle due

to pressure on degradation. But, in villages farmers take number of cattle as the social status”

(BL_CNR_KIL).

Decentralization

• “I believe in decentralizing – quantity and quality of my staff. Whatever I do, I cannot do it

myself. I delegate responsibilities. Now, the only problem is that a person needs to do a

thorough job. In the subject, I would expect a particular teacher to search for a competent

staff. If unavailable, teacher should search further. I would like thorough details provided.


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That person should get paid what he/she deserves. Then, if possible, acknowledge – verbally

at least, for service provided. A lot of times, our colleagues say: “it is not my job, I do not

know what the rate is” (BL_CNR_KISADM).

Management, leadership Transparency needed

• “Change the attitude of the parents, and the administration and the school system also need to

be changed. First, decentralize. Decentralization has not been done, written and applied.

Positive changes should be picked up and brought out effectively and our teachers must be

constantly updated. They need professional development in the world that is changing.

Teachers need to have resources available. Lack of resources makes us not be able to do what

we feel. Transparency is lacking whether you go for training or a workshop, some teachers

have been working for 30 years and have not attended a single workshop. That needs to

changed” (BL_SCE_FGL).

Attitude

• “Seniors, they did not get this chance [to take the Global Skills course], so when we share our

experience, we are doing activities, presentations, views, no wrong or right, so when we share

our views, they say it is very interesting and it is going to help our future. Through talking, we

learn they are unhappy – if administrators gave them this chance, they would like it”

(BL_SHER_FGS).

Change

• “Now, we have everything, I am not asking for more only better management. Budget library

– ordering books should not be diverted to other parts – to bring change. Good management.”

Another respondent added, “Outsiders, who studied elsewhere, they compare our library with

others. Actually, we have not seen others and they are complaining it will be good if the

library does this and that.” The first respondent continued, “Management is very important in

every organization” (BL_SCE_FGADM).

Planning

• “One of the common concerns most lecturers across RUB shared was a lack of time allotted

by the management, in which lecturers could prepare for their classes. To add to this, lecturers

noted that superfluous obligations beyond teaching hindered their primary focus. Often times,

such responsibilities were mandated without lecturers’ consultation. For instance, at PCE,

when two research team leaders were selected, management did not consider the amount of

their involvement in the research. One of the leaders, in addition to leading and supervising

the entire half of the team, received a full teaching load. Due to the weight of his

responsibilities, this team member was unable to continue with the research” (BL_PCE_RD).


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• “With classes and work, teaching and administrative duties need to be separate. Our title

indicates academic purposes, but we also have to be involved in clerical work. That kills our

time and we are not delivering to the best of our ability” (BL_SCE_FGL).

Regional difference

• “In my personal observations of the colleges’ management teams and the way they relate to

their faculty staff, I have recognized that a college director’s level of involvement in the

research has directly impacted the extent of the research team members’ participation in the

work. For instance, after a long day of data collection at ILCS, the director of that college

generously offered research team members, from PCE and ILCS, to resume their data analysis

work at his home. Nightly, the director even provided dinner and snacks for everybody. He

made his support of the team obvious, as he often sat down with the group eager to hear about

their newly learned skills. Research team members of this college remain some of the most

enthusiastic researchers we encountered, whose commitment to the work never waned.

Similarly, the research team members at Sherubtse College enjoyed helpful support from their

director, as he was always encouraging their exploration of the new academic inquiry.

Likewise, directors at CST and JNP served as a strong support base for their lecturers

allowing them to fully engage in PAR. Upon our arrival and throughout our time at Samste

College, however, the director was never present. This fact, coupled with a meager number of

people who signed up to participate in the research, helped to created an atmosphere of

general apathy towards the research and its aims. Then, during our informal interview with

one of the management staff members at GCBS, he expressed concerns over the successful

execution of this research mainly due to the overwhelming number of expatriate faculty, who,

in his opinion, had no vested interest in GNH and its ideals ” (BL_PCE_RD).

Teacher – student marks

• “We have some have and have not’s. There is a gap between those who are rich and poor.

Students, if my parents are rich, if I do something wrong, punishment should be given – in

case of a poor student [who committed] the same mistake, [punishment] will be given

immediately without 2nd thought.” Respondent continued, “No personal stories. I am also

managing hostels. Sometimes, because of punishment, some student did not get punishment

others are given. I do not want to talk about it” (BL_SHER_KIL).

• “I am a program leader. If there is a complaint about the lecturer, maybe about teaching, I

have to wait for other students and query from others. I have to also get info about

department. Then, at the staff department level, we have to make a suggestion, so he can

remove this.” Another respondent stated, “Feedback session, I think if management looks, but

some lecturers are worried because students will write that lecturers are partial. Management


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should look at how many students say that. If only a few, we may not take it seriously”

(BL_SHER_KIL).

Time, not sufficient to lead with quality

• “In most conversations held with administrators from a number of colleges we visited thus

far, it became apparent how time restrictions and additional work–related responsibilities

were perceived as a direct obstacle to performing a quality job in administration”

(BL_SCE_RD).

Counseling Support for emotional state

• “Teachers are also limited or scarce in rural areas and counseling program has not reached

rural areas yet. Right now, counseling is in the higher secondary schools only.” “Trained

counselors work in urban and there are no counselors in rural areas at all. I think that ministry

can take appropriate measures to help children go back to their normal life. Counseling takes

place in schools, so students will get more positive things from counselors. In rural areas -

there are not any” (BL_SCE_FGADM).

• “I am not sure, if counseling is here, it will make a lot of difference. A lot of students want to

pour out. Even I need to pour out to somebody, so sad you need to enjoy every bit of your life

and you need to find a proper person. If there is a counselor, confidentiality is maintained,

relaxation. When I have things I cannot tell my family, I used to go to psychiatrist in our

culture it is scary. But, the person will guide you. That is how I do it” (BL_RIHS_FGS).

• “Even friends who are educated they feel do I have a mental problem so I am going there.

Sometimes, I lose word I don’t know what to say. For medical people, we understand, going

there is because you want to speak to somebody, so you suggest similar to others – the mind –

they are not able to convince themselves. No, I don’t have mental problem I don’t want to go.

Mad doctor they call them. I mentioned psychiatrist; there is no awareness. That is my view.

If people were made aware, they would love to go forward” (BL_RIHS_FGS).

• “We have counselor lecturers. We have a group of students and we have days we can have a

group session (boys with boys, girls with girls).” Another respondent continues, “ Very

helpful, because it supports us emotionally, we feel it is building our confidence.” When

asked, “How often can you go,” a respondent answered, ”Whenever madam is available.”

Another respondent said, ”Weekly, 2 hours.”

“Would you like to have more available?” The last respondent answered, ”Yes”

(BL_RIHS_FGS).

• “At home, if I am sad, I share that with friends too, so they suggest something. If my parents

are divorcing, and father is going after another lady, so what happens with my mom? If my

friends give me opinion about my parents’ divorce, that helps.” Another respondent shared,


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”It is very important, it is good to share. If you share, we may find solutions to particular

problems” (BL_RIHS_KIS).

• “I was suggesting counseling in the college dedicated to those students with problems only.

For a lecturer to focus on a certain student is very difficult. Some are problematic; it is tough”

(BL_SHER_KIL).

• “We need a system in the school where teachers are well trained for meditation and

counseling the students; where they can render help to our children even in the off hours, treat

them as their own children” (BL_PCE_KIPSADM)

Alcohol abuse is concern

• “Abuse of alcohol is the main problem we tried to guide them it is different to change but we

advice them” (BL_JNP_FGL).

• “At moment the concern is our youth and their problem with substance abuse (alcohol,

smoke, drugs). All such activities are taken care of and looked into seriously – social clubs,

etc.” (BL_JNP_KIADM).

Perceptions of substance abuse

• “Lecturers had sympathy on me. I had substance abuse problem. This man is ruining his life,

they thought. I received sympathy from them and they tried to build up my mind that is

constant. I can hold my mind” (BL_SHER_FGS).

Stress – faculty support

• “In my informal conversation with a female lecturer at Sherubtse, I learned that faculty staff

desired a source of support that would help them alleviate stress caused by academic pressure

to complete the syllabus, number of modules required, and additional mandatory obligations

at a college. Support for their emotional wellness could be one of the resources, as suggested,

that would be ongoing and always available” (BL_SHER_RD).

Time Time management

• “In midwifery, theory should be completed earlier. We are unable to complete on time

because we could not finish theory on time. Now we are rushing. It would be better if theory

could be completed earlier” (BL_RIHS_FGS).

• “Give us more practices. We still have classes, so for 2 weeks, we had practicals, now we are

hoping to have more classes to clarify” (BL_RIHS_KIS).

• “[Lecturer] Again changes the activity. We will do only one question to save time”

(BL_RIHS_OBSL).

Too much to study at one time

• “[Daily classes are] more than enough! Another respondent says, “We wish for free periods”

(BL_JNP_FGS).

Efficiency


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• “I think to accomplish the syllabus content, RUB should minimize the vacation. We do not

have time – students like us, myself.. I do not use it productively sitting at home --- not

enough [time] to study. If we can minimize the vacation” (BL_SHER_KIS).

Too many duties

• “Sometimes we have to quit our classes to go to meetings” (BL_JNP_FGL).

Workload too heavy

• “To talk about my experience, first when I got here I was happy. Later we get lots of

assignments to be done I feel stressed and burdened” (BL_RIHS_KIS).

• “Taking 5 modules at a time is too fast. Similar to class 12. When we are in the college it is

very heavy. Making it four years instead of three years [a suggestion]” (BL_SHER_KIS).

• “Students are heavily loaded, 6 to 7 subjects in a day. It can be very tiresome. In the past,

students would not say anything, nut nowadays, students are more decisive, outspoken and

will ask for less homework” (BL_CNR_KISADM).

Too much to prepare at one time

• “Course content is so much that we could not – the lecture is only for one hour. Within one

hour, the course content is not covered. I think the course content should be reduced”

(BL_SHER_KIS).

Learning Centre • “We do not have a learning center.. A place for discovery.” Another respondent added,

“Learning center --- NIIT, it is open only for IT – conducting during the summer break and

winter break” (BL_SHER_KIS).

• When talking about Learning Centre, Group A stated: “Teach us skills and techniques to find

information, sources, webs- take risks and ownership.” Group B added: “Encourage us to

learn on our own” (Pretest_PCE_FGS).

• “Most of the students do not visit the LC. They tell us to come back. We can talk with them.

It is not just they giving us information; we have discussion; we get knowledge and share

with our peers. We feel more secure compared to doing it on our own. It proves to me a kind

of security; we could fetch more marks” (Pretest_PCE_FGS).

• When asked, “If you had the power, how would you change the working of the LC,

respondent answered, “ Online link, make it available. Most of the students do not visit the

LC; online would be convenient.” Another respondent stated, “Make it compulsory-once in a

week. Environment-free to learn; mention the source; free to go.” Another respondent added,

“[Obtain] new books in terms of books/information. Creating awareness.” Another

respondent said, “LC helps in finding resources, skills and techniques. Not effective; I have

been here for two years and have not visited the LC. Make something unique and encourage

them [students] by giving them examples. Students who visit regularly, making them the

example and have them show others. This could help us.” Respondent continued, “Not much


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interested. I think people who visit LC, getting help from the LC – when we write assignment

the mark is almost the same. We get assignments and we feel we can do the assignment on

our own and do not need the LC” (Pretest_PCE_FGS).

• “Activities to attract the students – people who are interested in story telling during free time,

they could teach telling stories or poems. They can do things like that. Some of the exciting

activities – sharing the current news so they can improve speaking skills. Next thing, most

important, LC is always there to help them. First year no one knew where it is. Visit the

classes. Next thing I would do is talk with the lecturers – all about the marks – tell the

lecturers tell compulsory to show once to the LC before submitting to Lecturers – mistakes

are then corrected prior” (Pretest_PCE_FGS).

• “Feel shy to approach members who are responsible. From the same batch feel free to

approach them. Peers can approach the LC adults. Promotes ideas and knowledge”

(Pretest_PCE_FGS).

Extra-Curricular Activities

Recreational activities

• “To suppress worries, I interact with friends. When alone, I listen to music and browse

internet. Music makes me forget my worries, with friends, I forget my worries. Sports also

make me forget.” Another respondent agreed, “I feel the same” (BL_RIHS_KIS).

• “Keeping the students engaged – you prompt ideas, so they can bring ideas out themselves.

Indulge them in sports and other extracurricular activities. Especially when they have nothing

to do during holiday break the things they are interested in and bring individual intelligence in

them” (Pretest_PCE_FGS).

Sports – recreational and professional / girls to be expanded

• “Impact of social network is great and students are not taking too much of interest in games

and sports. Losing human values amongst youth became our concern, which needs to be

revived. When I was student here, it was mandatory to be out of dormitory after 4 PM to play

sports” (BL_JNP_KIADM).

• “It is not necessary to teach GNH through literature. I am interested in sports. We don’t

usually see girls play football. If we did that, girls would be very happy. Wholesome

education is the focus of our ministry. Sometimes, we can be tension free and spend our

leisure time playing. Through that, we can teach GNH as well – create time for play”

(Pretest_PCE_FGS).

• “[To participate in sports, girls have] No interest, lazy - because of the way we were brought

up. Some of us are brought up by illiterate parents and are not aware.” Respondent continued,

“We need to support our women in equal participation.” Another respondent added, “We


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should encourage both, and give more opportunities to girls. If you form a group, we can have

girls speak out” (Pretest_PCE_FGS).

• “In my point of view, before there were no females participating, that was because it was

developed from before and women were not capable. As a woman, I don’t like to be

discriminated. We should encourage women to participate – clubs that are organizations that

could help women.” Another, male, respondent remarked, “I think if am to say there is no

gender bias, if you look at the politics, there are more men. Bhutan is waking up from

isolation and entering modernization. Playing khuru – women are starting to play and I think

what men of Bhutan have done, it just happened like that so there is no gender bias. We

would love to see women to participate. I would love to see my mom participate in archery

and my sister playing khuru. In modern Bhutan and around the world people are similar –

men are playing sports and I don’t know how it started. Maybe my mom did not play because

her mom did not play. Women are competing now. There is no gender bias”

(BL_SHER_FGS).

Music

• “During informal discussions with students across RUB, it was noted that music appreciation,

in addition to playing music, was mainly restricted to cultural clubs. Even though many

students voiced their desires to express themselves through music in a classroom setting, the

only music education class the research team observed took place at ILCS. In the class,

lecturer engaged students in a variety of songs and also lectured about traditional instruments

of Bhutan. Although lecturer showed slides and photographs of these instruments, no actual

instruments were brought to class to provide tangible examples” (BL_ILCS_RD).

Double Degree • “When this double combination was introduced – more jobs and access to jobs. Last year,

one graduate students [said] this was a false promise, no one recognizes this double degree

and not easy to get job unless [one passes] the EXAM. This would also is not in line with

GNH” (BL_SHER_FGL).

• “System of double combination should changed and made into specialized course. 3-year

degree with single subject and focus more. Double combination, they feel, what I hear [it is]

difficult to focus on two subjects. If there are 5 modules, three are economics and 2 modules

of other with 5 assignments and tests. They cannot focus” (BL_SHER_FGL).

• “Promise of opportunities for double combination – first batch graduated. When they went to

Thimphu for a job, except the lucky ones who were selected for the job, the other ones were

not offered any other job. No one recognizes the double combinations.” Respondent

continued, “Review the double combination – many conflicts and commitment, the single

subject got selected. Not specialized in either of the subject, people think they are not

specialized in either, but rather a general course” (BL_SHER_FGL).


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• “Double combination – engaged. We have own readings to do to be prepared, what the

students take a platform for freedom and it is hard to track. Because of the double

combination they are busy. But now from my perspective most of the students are busy, until

8:00 in the evening” (BL_SHER_FGL).

• “Idea of geography and English combination subject not good. If single degree is offered,

more in-depth knowledge or insight into the literature.” Another respondent added, “Time for

other research not available for double subjects” (BL_SHER_FGS).

• “Students talked time and again about time management and financial challenges regarding

the RCSC exams. The students are concerned about the present pressure in double degree

programs for which they are not able to find time to prepare for the RCSC”

(BL_SHER_OBSL).

DISCUSSION

Quality of Education

Quality of education is the number one theme that respondents stated for RUB to attend to as

a way to bridge current classroom practices and pedagogy to a GNH holistic classroom practice and

pedagogy. According to UNICEF a quality education allows for an understanding of education as an

interdependent complex system embedded in a political, cultural and economic context (UNICEF,

2000). According to the research data in the baseline round respondents suggested that RUB needs

quality learners, quality lecturers, quality environments, quality course content embedded with GNH

values and principles, quality pedagogy and quality standards and indicators that are aligned with

GNH values and principles. The learners and teachers need to be in healthy physically, socially,

emotionally, and cognitively and ready to participate and learn. Students and lecturers need to be

supported in their learning and teaching by the management and local and national communities.

Classroom colleges need to provide environments that are physically, emotionally and socially safe,

compassionate and sensitive, and provide adequate resources and facilities. The content of the module

curricula should reflect the acquisition of basic skills such as literacy, numeracy and skills for life, as

well as areas such as health, current issues, GNH values and principles, and peace. The approach

should be holistic, student-centered and the use of authentic assessment tools is essential for

assessment of learning and teaching. The student outcomes and assessment should be linked to the

knowledge, skills, and attitude that are necessary to support goals for a holistic GNH education and

positive participation in the Bhutanese society.

The research data shows that quality of education can be enhanced if the schools have

experienced qualified teachers who can bring joyful learning in the classrooms. The data revealed that

currently most lecturers are at the college due to their scores on qualifying exams rather than having a

passion or motivation for teaching and learning. The joyful learning classroom consists of the hands-

on experiential, student-centered approach to learning as a very effective form of education. Students


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performing the selected task themselves, they are more likely to gain a deeper understanding of how

the instruction they have been given actually relates to the task and the relevancy of their life. The

data also indicates that quality education has to be student-centered learning which is focused on the

student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning

(Estes, 2004). The data strongly show that current existing teaching practices is teacher centered

learning and needs to be replaced by student-centered learning that requires students to be active,

responsible participants in their own learning.

Quality education includes content that is reflected in relevant curricula and materials for the

acquisition of knowledge, skills and attitude for life that align with GNH values and principles. The

“…. goal is to see young people graduate from the education system with a deeply felt care for nature

and for each other, steeped in their culture, seeing reality clearly, living in harmony with the natural

world and with their neighbors, and acting wisely for the benefit of all beings (Prime Minister, Jigme

Y Thinley). The data shows that large class size and an extensive syllabus to be completed during the

current semester time schedule and the fragmentation of subjects are some of the contributing factors

that might affect the quality education in Bhutan.

Quality education promotes student engagement and collaborative learning in classes through

pedagogies that foster autonomous and academically mature learners. Students coming into higher

education are often coming from educational settings in secondary schools where they had little

control over their learning and much of their studies were directed and led by the teachers. So, beyond

teaching students the subject material, lecturers are also responsible for teaching students how to

learn. For quality GNH holistic education to happen at RUB, lectures need to be clear about

expectations for both themself as teachers and the students, students and lecturers need to active

participating members of RUB’s learning community. Lecturers need to make the learning

meaningful, relevant, and engaging. This will keep students interested not only in the subject matter

but more importantly in the learning process. Lecturers need to be consistent with policies and

procedures. If lecturers state that students are expected to participate, then lecturers should not run a

teacher-centered classroom with little opportunity for student interaction. Lecturers need to take time

during the course to obtain feedback from students. How well are the vision of the course and what is

happening in the class aligning? Target issues related to classroom environment, content relevance,

instructional practices, opportunities for student interaction, assignments and assessments, should be

monitored and assessed during and after the semester through professional learning communities,

coaching groups.

The research team recommends several initial interventions. A short list follows with brief

explanations and examples.

As a Cycle II, III, and IV intervention, the research team strongly suggests that on-going

coaching groups are formed as professional learning communities. Coaching groups are groups of

four to five lecturers at the same college who observe each other’s classes once a week. For example;


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there were four/five lecturers in a coaching group, each lecturer observes one of the coaching group

member’s class during the week, during a one month period each lecturer is visited by a all the

coaching group members. In addition to the weekly observations, meetings are held a couple times a

month to review the observation notes on (a) how students are learning in the classes, (b) identify

observable behaviors and measurable indicators that give evidence to student learning, (c) adjust

teaching pedagogies and classroom practices that match and align with the ways students are learning,

and (d) indicators and outcomes of GNH principles and values are discussed and developed in the

coaching groups which are then infused into classroom teaching. With the support and intelligence of

the lecturers at RUB, an internal on-going professional development programme can foster the growth

and development of GNH pedagogies and classroom practices more effectively than hiring outside

consultants.

The focus of the coaching group through observations of other lecturers is to identify ways

students are learning and develop teaching strategies that support student learning in their classrooms.

In addition, the coaching groups are to develop pedagogies that bring in current social, emotional,

environmental, political and cultural issues into the class content, and develop assessment ideas for

student learning other than quizzes and exams. If group presentations are used, rubric development

that includes GNH principle and values outcomes are necessary. During Cycle II and III a coaching

manual will be developed, during Cycle IV the coaching manual will be completed and given to all

the lecturers for effective implementation of an internal RUB professional development programme.

It is recommended that a committee at each college is established that annually monitors and

assesses the quality of education and alignment with GNH principle and value indicators. Lecturer

quality is one of the contributing factors that must be addressed in terms of quality education. Below

is a sample proposal of an assessment tool for lecturers.

Quality of Teaching

Excellence in teaching is one of the most important attributes and qualifications for quality of

education and should be considered and documented for lecturer effectiveness. Excellence in teaching

may include, but not necessarily be limited to, the following:

• Mastery of one's discipline (internalizing the principles of one's discipline);

• Ability to communicate one's discipline clearly and imaginatively;

• Ability to offer real world experiences for students to apply their new knowledge and skills in

the discipline understudy;

• Knowledge of current developments in one's discipline;

• Knowledge of authentic assessment methods;

• Ability to align course content with GNH value and principle outcomes and indicators;

• Relate relevancy of discipline to students’ life;

• Ability to critique and support a dialectical discourse within the discipline;


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• Ability to inspire and mature students in the discipline; and

• Demonstration of ability to work with the student as a whole person.

The research team recommends that every two to three years the lecturers update their

professional portfolio with the following documentation and submit to a committee of quality

education for review.

Sources of documentation include, but are not necessarily limited to, the following:

• Self-evaluation;

• Department head evaluations;

• Peer evaluations;

• A review of course syllabi by peers inside and outside the University;

• Student evaluations;

• Publications;

• Awards, prizes or commendations;

• Further course work or other continuing education in one's field; and

• Director’s or Dean’s evaluation.

Research and Creative Work

Throughout time lecturers should demonstrate an increasing level of scholarly research and/or

creative work, to be reviewed both by other lecturer and administration within the University and,

outside the University by recognized peers in one's chosen field.

Evidence of such research and creative accomplishment may include the following:

• Research, creative work or post-graduate education in particular areas which impacts one's

teaching and courses;

• Presentations such as papers presented at conferences;

• Publication of scholarly articles;

• Artistic compositions, performances, tours;

• Weavings, other cultural forms of art; and

• Compositions (music).

Mindfulness Development

Lecturers at ROB are encouraged to develop an on-going personal mindfulness practice.

Mindfulness is one of the foundations upon which the RUB's educational philosophy and approach

are based. Lecturers are encouraged to maintain such practice as a basis for personal and professional

development, as well as provide a model for the students.

Mindfulness development can be measured by pursuing such development and may include, but is not

necessarily be limited to, any of the following:

� Retreats or practice intensives structured on principles of a mindfulness traditions, in a group or

solitary retreat at a hermitage, monastery, or practice center;


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� Training in a mindfulness discipline by a recognized lineage-holder in the form of classes,

intensives, weekends, or monastic education;

• Participation in the mindfulness training and workshops provided by RUB or other practitioners.

Service to the University

The health and vitality of RUB depends upon its lecturers for quality services rendered inside

and outside the classroom. A lecturer is expected to participate in the operation of RUB.

Potential areas of contribution are:

• Curriculum development for respective departments;

• Committee member contributions;

• Participation in departmental student recruitment;

• Participation in departmental meetings;

• Coaching groups;

• Participation in RUB development, such as curriculum review and facilities planning;

• Student mentoring and academic advising;

• Admissions files review and admissions interview;

• Orientation of new students; and

• Assisting and supporting students as individuals and in student groups and activities.

Sources of documentation include, but are not necessarily limited to, the following:

• Self report of activities and of time spent;

• Department evaluations;

• Coaching group observation and meeting notes;

• Committee and departmental meeting notes;

• Supervisor evaluations; and

• Administrative evaluations (registrar, admissions office, recruitment office, and Academic

Vice President)

Service to the Larger World

Each lecturer has an obligation to be active outside the immediate confines of the RUB

College, either in professional activities, beyond those mentioned above, that benefit his or her field

and the scholarly world in general, or in service to larger local, national, and/or international

communities.

Such service may include:

• Serving as consultant or other type of resource person to individuals, businesses, agencies;

• Lectures and presentations to non-professional groups;

• Participation in political, artistic, religious or other similar kinds of activities;

• Participation in non-profit organizations; and

• Service to groups in a professional capacity outside of one's discipline.


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Sources of documentation for service may include, but are not limited to:

• Self-report and evaluation of activities;

• Report and evaluation by those knowledgeable inside and outside the RUB College;

• Appointments and positions in other organizations; and

• Certificates of recognition.

Service to One's Field

Such service may include:

• Appointment in a scholarly, psychological or artistic capacity to a national post or research

study;

• Participation in professional organizations (e.g., attendance at annual meetings, conferences,

etc.); and

• Serving in leadership positions in professional organizations.

Self-Evaluation

Lecturers prepare a self-evaluation addressing above.

1) Teaching:

• Course development

• Courses taught: provide current syllabi for classes being taught and arrange for other

lecturers to sit in on current classes for review.

• Response to student evaluations

• Self-evaluation

2) Professional development activities;

3) Service to the RUB and beyond;

4) Strengths and weaknesses of own teaching;

5) Professional accomplishments; and

6) Mindfulness practice development personally and in the classroom.

Teaching Strategies

The baseline data collected from the colleges indicates the importance of participatory

teaching strategies to make classroom an interactive learning environment as opposed to a lecture-

based model of education. The data shows a need for an increase in student participation to engage

students in their learning from students, lecturers, and administrators. Currently, there is limited use of

participatory strategies in the classroom. Strategies that include hands-on activities and field study

sites are rare, the use of group discussion and brainstorming are more common. There is a need to

increase the use of interactive teaching strategies such as VAK learning (Visual, Auditory and

Kinesthetic),10/2, praxis, problem-posing, partner learning, collaborative learning, and service-

learning in the local communities. Service-learning, which is not currently prevalent in the colleges,

helps the learning to be enhanced through direct application in appropriate social contexts of


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principles and practices taught through formal instruction concurrent with guided reflection of the

student's experiences.

The participatory classroom engages students in meaningful learning inquiry –based activities

and productive interactions with their peers and teacher. The underlying philosophy is that students

learn best not when receiving knowledge but by interpreting it through making meaning with their

own life and learning through a discovery process. Participatory teaching has been shown to improve

student learning, teaching, and the well-being of students, (Barrett et al. 2007). The lecturer coaches

and mentors the students to facilitate their own learning, designing experiences through which

students acquire new knowledge and develop new skills. Maintaining high expectations for each

student by challenging and supporting the development of both individual and collective learning.

Using participatory strategies and open-ended questions draw out students' knowledge and

experiences; provide opportunities for dialogue among students, and allows the student to apply the

content to their own experiences and lives and learn how to become contributors to their society, an

important element of GNH education (Taylor & Fransman, 2004).

During the cycle 1 intervention, the faculty at PCE participated in a workshop on effective

teaching strategies. This workshop included 30 students and 38 lecturers from PCE. Several

participatory strategies including concept mapping, collaborative learning, problem posing, and

consensus conference were introduced. In addition, the workshop attempted at opening up the

traditional-teacher relationship where teacher holds all the knowledge and narrates to the student by

including the students from PCE at the workshop. The results were quite varied. There were eight

islands where students and lecturers sat together. Equal numbers of students and teachers were placed

at each island with the exception of two tables where lecturers out numbered the students. At some of

the tables the interaction was consistently took place, at other tables the students worked with other

students and the lecturers talked with other lectures, and at one table one of the lecturers took out a

paper and read the paper rather than participate in the workshop. At the end students and lecturers

were given a chance to reflect and share their experience. One student shared who clearly articulated

how the constructivist approach of learning teaching strategies helped him understand the potential

and power of what a teaching strategy offers the classroom for both student and teacher. Several

lecturers shared that the workshop was one of the best they have attended and hope that more

workshops with a similar set up would take place.

In the Fall 2012 semester the Cycle II intervention is to have Lecturers include 10-15

participatory teaching strategies in their semester plans. The semester plans will be reviewed and

research team members will be observing classes to discover the challenges and successes the

lecturers have with expanding their knowledge and skills of participatory teaching strategies. In

addition, the handbook that RUB has on teaching strategies will be expanded to include a wider range

of teaching strategies, definitions, and resources for further learning.


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The research team believes that lecturer development participatory teaching strategies will

facilitate the development of GNH values and principles in the classroom. The following is a list of

activities the research team recommends to RUB as ways to develop the knowledge and skills of

participatory teaching strategies. The activities are followed by a recommended time frame to

introduce during the research study.

1. Continued workshops on participatory teaching strategies. (First workshop was

given during Cycle II)

2. Further development of teaching strategy handbook for RUB lecturers.

3. Professional development opportunities aligned with handbook.

4. Development of self-assessment tools for lecturers to they can monitor and

evaluate teaching practices.

Interactive learning Interactive learning is a hands-on process of conveying information in classrooms. Passive

learning relies on listening to teacher’s lecture or memorization of information, figures, or equations.

But with interactive learning, students are invited to participate in the conversation, through role-play,

experiential activities, debate, structured discussion, fieldtrips and visual aids. Students are able to

acquire information themselves by discovering on their own. In addition to engaging students,

interactive learning sharpens critical thinking skills, which are important to the development of

analytic reasoning. Someone who can explore an open-ended question with imagination and logic is

learning how to make decisions, as opposed to just regurgitating memorized information, also known

as the banking theory. Interactive learning teaches students how to collaborate and work successfully

in groups. The research team recommends the following in order to maintain an interactive classroom;

Developing-coaching groups with lecturers in the colleges, this tool promotes interactive learning

environment among the teaching faculty. It strengthens collegiality and brings support through

discussion, consulting, sharing teaching experiences and ideas, and observing one another's

classrooms. This strategy promotes personal development as well as professional development.

Service learning

Service Learning falls under teaching strategies. Teaching strategies are the second strongest

themed from the baseline round. Service learning is different from community service in that it

involves a deliberate inclusion of academic curriculum and critical reflection before, during, and after

the action of service. Service-learning projects can be put in place to strengthen learning in almost any

subject area and include activities such as: peer tutoring to strengthen subject knowledge and skills

among lecturers and among students (RMC Research Corporation, 2004); outreach to the elder

population to deepen knowledge of history and culture and build cross-generational relationships;

reduction of consumption and recycling along with other environmental projects to provide hands-on

science and math experiences aligning with GNH; school to career students creating a network of

intern opportunities (Billig, Root, & Jesse, 2005); and service to marginalized populations to expand


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on the integration of academics, GNH values and principles and civics lessons (Clayton, Ballif-

Spanvill, & Hunsaker, 2001; Leming, 1999). The variety of connections between service and learning

are only limited by the lecturers’ and students’ imaginations. Service-learning has been demonstrated

to provide a number of benefits to students, schools and communities including supporting learning,

the development of personal skills, the development of community or civic skills, inculcates positive

character development, and inspires an intentional classroom climate that aligns with GNH value and

principles (Billig, 2000; Melchior & Orr, 1995; National Youth Leadership Council, 2004; Snow-

Renner, Vermeer, Cumbo, Pickeral, & Miller, 2004). The Research Team recommends the following

interventions to raise a variety and quality of education. Every college should have a plan for service

learning. As an example the following is recommended for PCE to develop a partnership with the

Beacon schools, seed schools. PCE students will partner with a teacher(s) from the Beacon schools

during each semester to provide service to the teacher and his/her classroom in the form of classroom

preparation of the environment and materials, classroom teaching and support, assessment, and lesson

development. Equally 10 hours per college class

Critical Pedagogy

Through the GNH PAR research, the data strongly showed need for a shift from banking

methods of education such as lecturing where the lecturer uses a narrative and is the subject of

learning and students are passive recipients of information and the use of yes/no questions towards

critical pedagogical methods (Freire, 1970). For example, in the data collected from Royal Institute of

Health and Science (RIHS) 29% of the respondents affirmed the need to shift the paradigm of

classroom practices and pedagogies from a banking method of education to a more interactive form of

co-creation of knowledge. To develop students to be more analytical thinkers and to synthesize

information to take informed action, current teaching practices must develop higher order thinking

skills.

The lecturer's philosophy and the development of their classroom pedagogy inform the aim to

transform the teaching learning process. Therefore, training in critical pedagogy, follow-up coaching,

and the sharing of teaching practices between lecturers must be part of the foundation of lecturer

professional development programs as well as the curriculum for students throughout RUB. As

opposed to banking methods of education, critical pedagogy takes higher order critical thinking and

moves beyond memorization of information, reciting of information, and critical thinking. Critical

pedagogy applies knowledge and skill to action in students’ personal lives and the wider community.

Critical pedagogy recognizes the interdependence of the individual, the collective community and the

environment, which closely aligns with GNH and Buddhist principles in Bhutan. “Critical Pedagogy

wants to connect education to [passion and awareness], to embolden teachers and students to act in

ways that make a difference and to push humans to a new levels of social and cognitive achievement

previously deemed impossible” (Kincheloe, 2008, p. 4).


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The inclusion of critical pedagogy is in direct alignment with GNH because critical pedagogy

considers how education can provide individuals with the tools to better themselves through the

development of deep critical thinking, transformative action, and contemplative learning. Critical

pedagogy also fosters compassion as well as strengthens democracy and creates a more just society

(Kellner, 2000; Hayward &Coleman, 2010). Classrooms that align with GNH framework require

holistic education utilizing critical pedagogy and interactive learning strategies. The higher order

thinking skills must be developed in RUB classrooms.

To increase the knowledge and skills of lecturers on critical pedagogy during the first

intervention Cycle of Phase I, workshops were held to train lecturers in strategic questioning to

increase critical pedagogy. For the Cycle II interventions, lecturer semester plans are to be

transformed for the Fall 2012 semester at PCE by to facilitate including a strategic question in

lecturer’s daily plan. A strategic question guides the student learning in the content area. Strategic

questioning is a process that can offer change within the student as well as the lecturer by opening

student and lecturer to other points of view. This process invites ideas to shift and take into account

new information and new possibilities. The classroom encourages students and lecturers to use the

language of possibilities rather than relying on our own presupposition and assumptions as accurate.

The classroom utilizing this method of critical pedagogy invokes a special creativity that can forge

fresh ideas and thoughts for addressing personal and societal challenges. This steers the lecturer to use

critical pedagogy participatory strategies rather than a more narrative banking lecture strategy of

teaching (Peavey, 1995).

The workshop on teaching strategies included 36 lecturers and 32 students. The PCE research

team decided to have the workshops with students and lecturers to also address the increase in more

friendly learning relationships between lecturers and students, another pattern that emerged in the

baseline data. The workshop went very well with four lecturers from PCE stating it was the best

workshop they had attended (BL_PCE_FBL). The students reported they learned a lot about teaching

strategies and hoped that the lecturers would start to utilize them in their classrooms (BL_PCE_FBS).

Furthermore, fifteen students reported they would utilize the teaching strategies presented in their own

classrooms during their practicums (BL_PCE_FBS). Lastly, fourteen lecturers reported they wanted

more hands-on workshops utilizing the teaching strategies as they were new to them and they needed

more practice before they would be able to integrate into their own classrooms (BL_PCE_FBL). Four

lecturers mentioned having a handbook that would outline the participatory teaching strategy options

and then have training on the handbook so that they would become familiar with all of the strategies

that RUB supports (BL_PCE_FBL).

The second workshop to support critical pedagogy on strategic questioning was not as well

attended as the first teaching strategy workshop with only 15 lecturers attending, however the PCE

Director attended this workshop, his support having influence. The goal of this workshop was for

lecturers to work with each other on developing strategic questions for each class lesson within the


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modules they teach. Lecturers who teach the same module were to work together as not to replicate

the effort of developing the questions for the shared modules. The lecturers worked collaboratively to

come up with one strategic question per classroom. Overwhelmingly the feedback from the lecturers,

12 of 15, stated that developing the questions was a lot harder than they had thought it would be.

Most of the lecturers stated they had experience in developing critical thinking questions to use in

their classroom, however when it came to develop the questions and to incorporate the questions into

their modules the task was much more difficult than their experience led them to believe. To develop

open ended provocative relevant questions for the student lives was challenging. The Director of PCE

agreed to have the Cycle I intervention workshop on strategic questioning (Critical pedagogy pattern)

move into the Cycle II intervention cycle by requiring all lecturers to incorporate a column of

strategic questions in their semester plans for each daily class. This syllabus transformation is due the

first week of August 2012 and is to be handed into the Heads of Department (HOD), Jambay Lhamo

RTL, and Dr. Young (PI) for review and feedback. The Academic Dean Som Gurung is to follow up

with emails at the onset of the semester and ensure that all lecturers understand the requirement and

that they follow through. The email is to be sent by Som Gurung. Besides the workshop during the

Cycle I intervention in May, Fran Peavey’s article Strategic Questioning was made available to all

lecturers to facilitate the development of a strategic question in lecturer’s daily semester plan.

Another comment made during the strategic questioning workshop that is relevant to the

study interventions was the response to the question “how do you know students are learning?” After

a short period of silence and then discussion one lecturer stated “we know students learn through

exams and quizzes” (BL_PCE_MNL). A discussion followed describing how exams and quizzes

were the way most lecturers knew if students were learning. The need for other assessment tools that

align with GNH values and principles is greatly needed. Exams and quizzes tend to uphold qualities

of competitiveness, independence, hierarchical, high stress and pressure to perform. Assessment is

another pattern that emerged during the baseline data.

The research team believes that development in lecturer and student ability in critical

pedagogy needs to be cultivated in the development of modules, during class time and within

assessment tools. The following is a list of activities the research team recommends to RUB as ways

to develop the knowledge and skills of critical pedagogy so that pedagogy and classroom practices at

RUB are immersed in critical pedagogy. The activities are followed by a recommended time frame

to introduce during the research study.

1. Training and workshops in critical pedagogy.

a. Workshop on participatory teaching strategies (First workshop held during Cycle I –

more workshops are highly recommended).

b. Workshop on strategic questioning and semester plan change. (Cycle I workshop on

strategic questions to add to semester plans for each lesson plan).

c. Semester plan changes are to be made prior to fall 2012 semester


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2. Coaching groups (On-going through Cycle II, Cycle III, Cycle IV). Opportunity for lecturers

to learn from each other teaching practices. In addition, lecturers can support each other to

align teaching with student learning.

3. Teaching strategy handbook in include participatory or interactive learning strategies.

a. Thinley Wangchuk is to send electronically the handbook of teaching strategies that

RUB current has developed. PI will add additional participatory teaching strategies

with outlines of training workshops for lecturers on the added strategies. (Cycle II)

4. Workshop for lecturers at PCE and lecturers on the research teams from all colleges on step-

by-step process of the development of critical thinking and action. (Cycle V –summer session

2013).

Mindfulness The practice of Samadhi or that of concentration, meditation, and mental development of one's

mind, is the path to wisdom, which in turn leads to personal liberation. Mental development also

strengthens and controls our mind, which helps us maintain good and righteous conduct. "Real

freedom is a consequence of development; it is the consequence of latent guides, aided by education.

It is the construction of the personality, reached by effort and one's own experiences; it is the long

road which every student must take to reach maturity" (Montessori, 1948).

The current literature and science around mindfulness, a meditative practice, suggests that

mindfulness practice has potentially life-transforming benefits and increases learning through

mobilizing people’s interior biological, social, and psychological resources (Siegel, 2012) Photo

imagery has allowed us to verify that mindfulness practice can literally change our brains and improve

ability of learning and our roles as student and teacher by enhancing our capacity for learning,

integrating, and acting. Mindfulness practice in education focuses on teaching students how to pay

attention rather that telling the student to pay attention. As noted by many stories during the data

collection, telling the student happened far more often that showing students how to pay attention.

Mindfulness practice relates to a GNH education as mindfulness can encourage and increase

pro-social behaviors of kindness and compassion to improve the quality of life. Kindness and

compassion are both GNH values. Mindfulness practice would require lecturers to slow down a bit

and take the time in class to cultivate an appreciation of how the student is in relationship with

oneself, have the student pay attention to how one is learning, and give time for students to learn how

one is in relationship to other students, nature, and the greater community.

Mindfulness practice in classrooms can decrease the ever-increasing pressures and demands

of the technological digital driven society. The practice in our classrooms can help students and

lecturers intentionally bring awareness that being human and how to recognize and address the social

differences and inequities in a loving and compassionate action filled way.


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As per the data collected during the baseline round mindfulness practice is not a consistent or

regular practice among most of the lecturers in the classroom. There were reports of a few lecturers

who use mindfulness practice in their classrooms on a regular basis, however these were a very small

percentage. The students and lecturers who reported mindfulness in the classroom stated the level of

focus and attention students are able to undertake increased and classroom learning went more

smoothly.

Several of the contributing factors from the lecturers for not using mindfulness practice in the

classroom included: (a) not able to lead classroom mindfulness practices effectively due to a lack of

experience and knowledge (b) the lecturers do not believe that mindfulness practice is of benefit in the

classroom, (c) little training has been available for lecturers on mindfulness practice (d) lecturers do

not have their own personal mindfulness practice (e) lecturers perceived that the students would not

want mindfulness practice in their classroom and (f) mindfulness practice is associated with religious

practice and should not be in schools. There were two lecturer respondents who reported that if

mindfulness practice was required in the classroom they would leave the college.

The student respondents reported they thought (a) mindfulness practice was useful (b) they

had experienced mindfulness practice in the classroom during their secondary schooling and wanted

to continue (c) students wanted to have more consistent practices at the College (d) students wanted

more lecturers to use mindfulness practice in the classroom (e) students would like to develop their

own practice and have a time and place on college to practice as once they go home students reported

not having a quiet place and time to practce. Student respondents from several colleges reported that

they did have their own mindfulness practice and used it prior to starting homework in the evening.

The majority of student respondents stated the purpose of mindfulness practice was to enhance

concentration for their schooling.

During the jumpstart the group of lecturers and administrators stated that for mindfulness

practice to become integrated into the classroom there needed to be a comprehensible difference

between classroom practice and religious practice. The concern that lecturers would be hesitant to

bring mindfulness practice into their classrooms was noted due to the religious connotations. In

addition, the lecturers stated they needed more evidence as to the benefits of student learning before

mindfulness practice should be required by the college as a pedagogical practice. The tendency

reported by lecturers and students in the colleges was that mindfulness is used for concentration and

focus development of students.

The research team believes that mindfulness practice should be come something each and

every class practices and supports throughout RUB. The following is a list of activities the research

team thought would be beneficial to enlist in RUB as a way of infusing mindfulness practice and its

benefits into RUB college classrooms. The activity is followed by a recommended time frame to

introduce during the research study. In addition to the benefits to student learning and human values

education, the RUB administration could also infuse into their management practices providing RUB


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the opportunity to become a model and a leading educational institution in holistic pedagogies and

traditions.

1. Mindfulness practices become a part of the curriculum for modules and is written in the

lesson plans and semester plans. (Phase II)

2. A mindfulness practice manual is developed by lecturers at PCE and the PI for lecturers

throughout RUB to use as a tool and guide. (Cycle I and Cycle II intervention).

3. Practice not only in the class but also encourage students and lecturers to have personal

practices, therefore have a place or room central in the college where lecturers and students

can go and practice during the day in their free time, (Phase II).

4. Introduce yoga morning, evening, (Cycle III and Cycle IV) for all

5. Introduce yoga and other eastern traditional arts as an elective module for all students (Phase

III)

6. On-going follow up coaching and training for lecturer personal practice and development of

practice in the classroom to raise confidence (Phase II and Phase III).

7. Invitation of Monastic leaders to the college four or five times a semester to help develop the

personal mindfulness practice of lecturers and students.

8. Within each semester a two-day retreat is available for students and lecturers to participate in.

(Phase II)

a. Eventually this may be offered two or three times during the semester.

Assessment

Nothing we do to, or for our students is more important than our assessment of their work and

the feedback we give them on it. The results of our assessment influence students for the rest

of their lives... (Race et al., 2005)

The most widely use form of assessments at RUB are testing and quizzes, this is followed by

group presentations, however very few lecturers use rubrics with their student to clearly identify

student learning outcomes and expectations. Should tests determine ones future? Why would Bhutan

want someone to take a test to keep students out of a college they want to enter? How does a multiple

choice or short answer question tests encourage students to look at current issues from the

perspective of GNH values and principles? At present the students learning is evaluated based on

exam marks alone, so respondents felt there is a need to change the motive for learning and go beyond

marks (BL_CNR_12-03-12). To achieve gains in student knowledge and skills, RUB lecturers must

give students a rich curriculum with varied opportunities to use their learning and skills in real world

issues and opportunities. Overwhelmingly students at RUB believed that the tests at level 10 and level

12 should not determine the success and future of a student. Students tend to internalize the judgments

of test scores as legitimate. Many times the scores on the tests become a brand of shame in which

students carry long after the test. Tests tend to oversimplify what is taught in the classroom and to


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severely constrict what is taught to only those items most likely to appear on the upcoming test. How

can a test really capture what a student learnt in the last one – eight years of schooling? How will in-

depth courses be taught if testing for memorization is required? How will RUB lecturers be able to

innovate new curriculum and pedagogies if assessments are based upon test scores? Taking a test is

not the way to amend education. The money and time invested in tests could be given to lecturer

professional development workshops, school supplies, or perhaps cultural arts programs. Raising

student awareness is about getting an education that is meaningful, deep, and personalized. Testing

does not support this.

A few concerns that were revealed through the data were:

• My peers do not do the same amount of work as me and I end up doing everything.

(BL_PCE_FGS)

• It's just easier if the teacher lectures and gives PowerPoint slides in a handout that I can study

for the exam. Examinations are how it is decided where we go after school.

(BL_SHER_FGS)

• Tests do not teach us anything but they do tell us if we are smart enough to make it or not and

we can be denied based up our scores. (BL_CST_FGS)

• “I wanted to be a doctor, I could only come here and teach because I did not qualify. I

sometimes think about being a doctor, but I could not” (BL_CNR_KIL).

There is an important relationship between assessment and student learning of module

objectives. Most often the assessment and the objectives on the content of the module make up the

entire course. Typically a first step in module development is to create student-learning objectives.

Based on these learning objectives lecturers can then design what types of teaching strategies and

assessments will measure students' learning of the stated learning objectives. There should be a match

between student-learning objectives, assessment tools, and teaching strategies.

For a holistic GNH classroom, the student learning objectives for each and every module

must go beyond content if GNH values and principles are to be achieved. The GNH values and

principles will need to be embedded into the semester plan beginning with the module student-

learning objectives followed by teaching strategies utilized, strategic questions for thought, and lastly

the assessment tools selected. Lecturers should be able to align their choice of assessment tools to the

both student content objectives and GNH values and principle objectives. Once the student learning

objectives and assessment tools are in place a semester plan for learning can be developed creating the

learning opportunities that will best support the students in reaching the student-learning objectives.

Critical reflection on the learning objectives should lead instructors to awareness about appropriate,

relevant assessments and authentic assessments. Assessment has many benefits beside the obvious

one of providing a measure of students' learning or memorization of content. Assessment can be a

way to engage students with their learning. Ideally lecturers’ assessment is to support active learning

rather than assessment of student learning to ensure that the assessment process is an integral part of


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students' education.

Assessments for learning focuses on the opportunities to develop students’ ability to self-

reflect and evaluate themselves, to develop judgments and evidence to support those judgments about

their own and other students’ performance and learning, and to improve. Authentic assessment

methods offer lots of opportunities for students to develop their skills through formative assessment

using small amounts of summative assessment.

One challenge for instructors in higher education today as well as in the lower grades is

instilling in students a sense of responsibility for their own learning. Throughout the world we are

witnessing a rise in active learning and learner-centered instruction and assessment in higher

education. This rise does not come without some resistance from the students as the new strategies are

breaking what is familiar patterns and putting more responsibility on the student to learn.

Weimer (2002) suggests that students “must accept the responsibility for learning. This

involves developing the intellectual maturity, learning skills, and awareness necessary to function as

autonomous learners" (p. 95). With the rise of PowerPoint and the use of online learning management

systems students become more dependent on the teacher to supply all necessary information for the

good grade that will lead them to high qualifying score and a good career. To align higher education

with GNH values and principles a paradigm shift is needed so that students are happily engaged in the

learning and assessment processes; participating in classrooms through interactions with their peers

and lecturers; and for learning to be academically, socially, emotionally, and spiritually rewarding

contributing to personal and social well-being.

Holistic education utilizing critical pedagogy and contemplative education proposes one way

to encourage students to take responsibility for their learning, is to give the student some power in the

decision-making about their module and assessment tools (Weimer, 2002). When students are

integrated in the options, students better understand the reading selection, assignment design,

assessments and in-class activities. Often times, students are not even given a simple rationale for the

instructor's decision on readings and assessment tools. The students then become passive followers,

something that is quite opposite of what holistic GNH classroom pedagogy calls for.

Peer and self-assessment, for instance, can foster a number of skills, such as reflection,

critical thinking and self-awareness, collaboration, and collective learning raising civic vitality, self-

discipline, responsibility and interdependence. For PCE and SCE peer and self-assessment gives pre-

service students insight into the assessment process and how their future teaching can be enhanced.

Discussing the whys and the ways lecturers assess with students can help ensure the aims and goals of

lecturer chosen assessments are clear. Utilizing assessment that makes use of technology, such as the

use of online discussion forums or electronic submission of work, can teach students needed

technological skills and reduce plagiarism informing students how to gather and report information

(Cowan, 2005).

For the lecturers at RUB to utilize assessment as a form of measurement and a form of


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learning workshops and follow-up coaching will need to be provided over a 2-3 year period. In

addition, revision of semester plans, and student information systems will need to be adjusted to

accept newly identified ways of assessment. During the workshop lecturers will learn how to integrate

multiple streams of assessment data to inform them on the reality of how well their students are

learning the content, skills, and GNH values and principles being targeted by the specific module’s

learning objectives. Assessment workshops will include, but not be limited to, summative, formative,

peer feedback and student self-assessment rubrics design and reducing the reliance and pressure of

tests. This intervention is planned for Cycle III intervention round during the winter session of RUB

(January – February 2012) for the PCE research team members and lecturers who have been identified

by the director or voluntarily commit to the intensive assessment workshop.

The research team believes that changes in assessment are essential for RUB to develop a

GNH pedagogy and classroom practice. The following is a list of activities the research team

recommends to RUB as a way to assess of student learning moving away from tests and exams. The

activity is followed by a recommended time frame to introduce during the research study.

1. Inculcate critical thinking and action into every module as part of the assessment

process. This can be started by developing strategic questions for each class lesson

into the semester plans by creating an additional column to the semester plans and

lecturers working tougher to come up with a series of strategic questions that align

with the module topic. (Cycle II)

2. To develop objectives and indicators of student learning for GNH value and

principles that can be assessed. (Cycle III)

3. Development of authentic assessment tools by lecturers through professional

learning communities, coaching groups. (On-going through Cycle II, Cycle IV,

Cycle V).

4. Development of peer assessment and self-assessment tools to be used in modules

for student learning and development. (Cycle III)

5. Workshops with lecturers to learn and develop authentic assessment tools matching

student outcomes and indicators for GNH values and principles as well as content

material. (Cycle III)

Relationships

Building relationships between lecturer and student was significantly stronger among the

students than the lecturers. Students wanted a more friendly atmosphere in the classroom as well as

during office hours. Students reported that in general they were hesitant to see lecturers during office

hours unless they had a specific question or doubt about an assignment. Only five students reported

going to see the lecturer about expanding the class content or topics not specifically related to the

class. Few lecturers could give specifics about what their students thought about learning expectations

and goals of the module.


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Students are coming from a primary and secondary educational background where in most

cases the student was not given many choices about their learning. Seeing lecturers continue this

process is common. In fact, oftentimes, what is rare is when lecturers do share their power and give

students more choice and voice in the classroom. The data supports the pattern that instructional

choices that exert control over students are informed by lecturer beliefs and assumptions about

students' (lack of) capacity for learning and decision-making. Students are not seen as academically

experienced enough to make good decisions about learning; students lack academic skills for learning;

students come to get good, pass qualifying exams, and get a civic job.

The research team recommends that lecturers begin on the first day of class to develop a more

personal relationship with the students and share decision-making power. For example, on the first

day of class lecturers can survey the students about their learning expectations and goals for the

course. Discover what content about the topic understudy is most meaningful and relevant to them

(given their majors, career goals, other module, etc.). The lecturer and students can democratically

make decisions about cell phone and computer use in the classroom, food and drink in the classroom,

attendance and punctuality, use of online learning management systems, side conversations, chair

arrangements, and other ground rules to create an intentional learning culture of respect and shared

responsibility. Lecturers and student work together early in the semester to establish an intentional

culture of the classroom, one that is collaborative and open to questions, exploration of the subject

matter, and relevant to students’ lives. Guidelines should include ways to deal with opposing views

when they arise, ensure that everyone contributes, and how to address dominant and silent students

Lecturers could provide a sample of assignments for students to either choose from or modify.

There are several ways that student can have input on assignments. For instance students are told

what point value would earn them an A, B, and so forth. The student could then choose from a

selection of assignments to total equal to or more than what they needed to receive an A in the class.

This would mean the lecturer would need to have enough choices so students could opt out of 1 or 2

assignments of their choosing. Another option is for the lecturer to select the assignments they want

the students to do because the lecturer firmly believes the selected assignments will be the best

measure of meaningful student learning in the module - i.e., the selected assignments are non-

negotiable. Then, the lecturer can explore with the students ideas on how best to complete them. If it

is a writing assignment will students give the lecturers multiple drafts before grading? Will the

students have choice of submission formats such as paper, video, performance art, presentation, can

the students choose to work individually or in groups?

An additional option is to let students contribute to the assessment decisions. What

assessments make the most sense given the learning objectives you all have agreed upon for the

module course? How best will students and lecturers know that students have learned and are able to

apply the new knowledge and/or skill? Can students include a self-assessment or peer assessment on

particular assignments? Brainstorm with the students about their learning preferences. Ask questions


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on how to arrange the classroom in rows, in small groups around a table, in a semi-circle or a full

circle including the lecturer. How will lecturers and student contribute to the module content?

There are many ways to create and develop more friendly relationships sharing the

responsibility of teaching and learning. The research team recommends that coaching groups,

professional learning communities of lecturers at each college, use their observations and discussions

with each other to develop other ways of integrating relationship development into their pedagogy.

Cultural preservation

The baseline data shows that all RUB colleges recognize the importance of preserving the

culture of Bhutan through informed and integrated curriculum and classroom practices. ILCS ranked

the highest amongst all the colleges in expressing the critical role of culture preservation in achieving

GNH goals. According to the respondents (BL_ILCS_FGL), preserving our national language

Dzongkha is one of the ways of preserving the unique national identity and it is crucial to have more

subjects taught in Dzongkha, not only at ILCS but also other colleges. Students at other colleges

confirmed this stance. However, the data also showed that a deeper understanding of cultural values

and their connection with environment is required for students to think critically and to internalize

their interdependence of both culture and Bhutan’s natural environment. One of the most important

goals of the RUB is to develop graduates with a greater sense of appreciation for the country’s unique

culture in the rapid era of modernization and appreciate and identify themselves with their own unique

cultural heritage (Tertiary Education Policy of the Kingdom of Bhutan, 2010).

The research team recommends that modules integrate historical cultural aspects of Bhutan

within the subject content. Workshops should be held within each college where lecturers work

together infusing historical cultural traditions such as story telling, farming, and yak herding. This

workshop should happen during faculty development time or during the winter or summer session

where lecturers can then receive education credits for attending. In addition, the research team

recommends an experiential component for RUB students by staying with the natured based

populations throughout Bhutan for a one-week time frame during the first year second semester. In

this way RUB students can first hand understand the contributions and benefits of this lifestyle. This

deeper understanding will bring about a more active support for the preservation of historical cultures

of Bhutan.

Motivation

A high level of employee motivation is derived from effective management practices. To

develop motivated employees, a manager must treat people as individuals, empower workers by

providing freedom of expression and listening to their voices, provide an effective reward system,

encourage freedom with responsibility, involve all the members in decision making and above all be a

dynamic and far sighted leader, one with a vision to carry others through challenges. Thus, managers

who are at the greatest risk of derailment are those who are unable to build, direct, and motivate their

team, or are unable to teach and develop their team (Centre for Leadership Development, 2010;


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Nohria, Groysberg, & Lee, 2008). Motivation is considered to be a central achievement of human

resources management practices with a fundamental aim to increase job involvement and job

satisfaction of a lecturer and acquiring high level of work motivation (Jerris, 1999).

Components for higher motivation include career development, which has been shown to

ensure teacher motivation, which in turn enhances lecturer performance and thus impacts learning

outcomes positively. Several of the lecturers throughout RUB believe that being geographically away

from their families is a sacrifice that impacts the quality of teaching and motivation to teach. Surveys

in NWFP and Punjab have shown that teacher discipline and motivation is better when teachers are

placed within their area of residence (World Bank, “Management

Study”, 2005; World Bank, “Reform Study”, 2005).

The research team recommends a plan to be developed and include an exploration of various

issues of motivation for the lecturers at RUB, an elaboration of problems which are being faced by

lecturers regarding factors specifically to RUB, and recommendations supported by an action plan

needs to be developed. In addition, a recognition plan for lecturer achievement and lecturer

contributions to the university be developed so that the lecturers feel more satisfied in their job, which

is directly related to classroom pedagogy and practices. The courage and dedication for developing

high performance and GNH value infused work systems can only be achieved if lecturers are willing

to give their best. Compensation hence must have to give attention to the non-monetary factors such

as recognition, feed back and opportunities for career development to retain a high quality lecturer

alongside financial incentives. Several of the lecturers throughout RUB believe that being

geographically away from their families is a sacrifice that impacts the quality of teaching and

motivation to teach. Surveys in NWFP and Punjab have shown that teacher discipline and motivation

is better when teachers are placed within their area of residence (World Bank, “Management Study”,

2005; World Bank, “Reform Study”, 2005).

The research team believes that intrinsic and extrinsic motivation result in different outcomes.

Scores of studies have shown that the more people are rewarded for doing something, the more they

are apt to lose interest in whatever they had to do to get the reward. Researchers keep finding that

offering people positive reinforcement for being helpful and generous ends up undermining those very

qualities, and encourage lecturers and students to improve grades results however become less

interested in learning, (Deci, Koestner, & Ryan, 1999; Kohn, 1999).

Responsibility and Self Discipline

The analysis of the data shows that there is no common definition of responsibility and self-

discipline among lecturers or students. For educators who invoke the need to teach students self-

discipline, an exploration of the philosophical foundation of that concept is essential. Some

respondents believed that obedience to authority is what produces self-discipline, and self-discipline,

in turn, is required for achievement (Block, 2002, pp. 195-96). Actions are chosen because one

‘should’ do them, or because not doing so might engender anxiety, guilt, or loss of esteem. Other


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respondents believe that responsibility and self-discipline is more of an internalization process that

can take place more authentically, so the actions are experienced as volitional or self-determined. In

this way responsibility and self-discipline are seen as being fully integrated into one’s value structure

and feels chosen. Research demonstrates that the latter kind of internalization leads to better outcomes

than the former. The research team member’s analysis of the data suggests that in order to teach GNH

values and principles, practice should begin from oneself. In order to develop happiness,

responsibility and discipline opportunities need to be given to students and lecturers to become self-

disciplined and act righteous, not wait to be told to do so.

The research team members believe it is essential for teachers to promote the more positive

version by minimizing “externally imposed evaluations, goals, rewards, and pressures” as well as

proactively supporting students’ sense of autonomy,” (Ryan & Stiller, 1991, p. 143). Having

responsibility and self-discipline to be internal is not sufficient. If students or lecturers feel

controlled, even from within, they’re likely to be more conflicted, unhappy, and perhaps less likely to

succeed with their tasks of teaching and learning. A holistic college education provides opportunity

for the student to discover who they are and how they want to be in the world. Lecturers, students and

administrators at RUB needs to ask if the RUB college journey consists of collecting credentials for

whatever comes next or does the RUB college experience provide gratification, in itself. RUB

students may learn to be skilled test-takers, take hold of grades and be able to delay gratification,

however is this the mixed the blessing of self-discipline that GNH is striving for?

Some lecturers ask: How can they get students to raise their hands and wait to be called on

rather than blurting out the answer? Some lecturers will ask: Why does the lecturer ask most of the

questions and unilaterally decide who gets to speak, and when? Some students ask: What is the best

way for me to learn self-discipline so I will do my work? Some students ask: Are these assignments,

which feel like work really worth doing? A holistic GNH education makes a distinction of

responsibility and self-discipline beyond creating control for a work force, developing a workaholic

mentality. The cultivation of awareness so that students understand the benefits of study and the

student wants to follow through even if it’s not always pleasurable is more important that if the

students knows what their supposed to study and may feel bad about themself if they do not study

(Ryan, Rigby, & King, 1993,).

What aspect of life is important for a GNH education, this question asks is it important to

train children to make meaningful decisions, become part of a democratic society, and learn to think

critically or put one’s nose to the grind on doing what the prescribed lessons are and doing whatever

one is told. To develop the capacity to choose whether and when to persevere, to control oneself, to

follow the rules is more important than the tendency to do these things in every situation needs to be

reviewed. Secure, healthy students and lecturers can be flexible and open to new experiences and self-

discovery, deriving satisfaction from the process of learning and teaching rather than being focused on

the end product. A self-disciplined student may be understood as a student who is reading or


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problem-solving purely as a means to the end of a good test score or a high grade, or paying attention

in class, making comments in a discussion, and filling in answers on a worksheet. A self-disciplined

student may also be understood as a student who is intrinsically motivated, wanting to do something

for its own sake, to read just because it’s exciting to captivate oneself in a story. The research team

suggests that further conversation about how to promote deep thinking and excitement about learning,

rather than the memorization of facts and practicing skills by rote needs be organized. A critical

dialogue of self-discipline in the field of education and throughout the Bhutanese culture is needed

Environmental preservation

This study has revealed that a lack of on-going environmental awareness and education is

apparent at most of the colleges. There are a diversity of ways that lecturers can address

environmental education in their classrooms. Furthermore, RUB can require a program for all RUB

students to take part in during their overall four year journey. For instance, environmental education

could become a compulsory area of the curriculum in higher education using a range of different

approaches, the most common being that it is embedded in all subject areas. Similar to the

recommendations for cultural preservation in the first year, the students in their second year second

semester could be required to camp in the wilderness and learn environmental awareness such as the

program Leave No Trace or National Outdoor Leadership School offers. The links are provided for

further investigation. The research team has contacts and connections for both the groups if RUB is

interested in pursuing further development.

It is interesting to note that in addition to broad areas of knowledge in relation to

environmental education, the importance of values, ethics, attitudes and behaviors in the classroom

and pedagogy of teaching and learning emerges, thus giving the teaching of environmental education

a perspective not always found in the classroom or pedagogy of the lecturer. This approach suggests

that general concerns about the environment and sustainability are being taken seriously striving to

inculcate attitudes and values will result in environmentally responsible behavior by young citizens of

Bhutan. Enhancement of inner perceptual and/or spiritual life can be experienced through outdoor

nature based activities such as nature study, aesthetic contemplation, meditation, painting,

photography, and archeological or historical research, among others. These activities also support

physical well-being.

The following recommendations are intended to encourage responsible attitude and

responsibility throughout the campus community.

• Encourage and facilitate the dissemination of curriculum-related information across RUB

colleges. This may be carried out by traditional means such as publications, via the world-

wide web and/or the setting up of a RUB wide professional development for all lecturers in

environmental education.

• The notion of a “Green Award” for College across Bhutan could provide incentives for

schools and their pupils to become more environment-friendly. Awards could be providing


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the campus with 50 trees, or receptacles to increase recycling on campus, or perhaps a week-

long training for students and lecturers on environmental awareness and education. In doing

so, this should encourage more environmentally aware behavior by young people.

• To develop indicators and criteria for RUB so that colleges have a systemic and transparent

way to reach and attain environmental preservation and awareness on campus. These

indicators will coincide with the indicators that are developed for GNH values and principles

i.e. attitude as well as knowledge and behavior. This implies a monitoring and evaluation

system would also need to be developed for assessment, perhaps self-assessment purposes.

• Encourage adequate lecturer training, initial, in-service, and on-going each semester to ensure

that lecturers are knowledgeable and able to provide content in environmental education

across the different areas in the curriculum.

• For RUB to require all students throughout RUB during their second year, second semester to

attend a one week long environmental experiential outdoor learning trip. This trip could be

offered in many forms such as trekking in near-by wilderness areas, camping in national

parks, river rafting, or mountaineering or canoeing. Following is an example of what this one

week experience could offer. This one-week is part of the 15 week semester. Lecturers too

would be required to participate in the outdoor experience. The week should not be an

optional one week adventure, in that being one of the pillars of GNH, a strong stance is

required to model and uphold the importance of environmental preservation.

Leave No Trace is a set of ethics that help guide people when they spend time in natural

unpopulated areas. Leave No Trace was originally developed in the 1970s when people started to

take an interest and go outside for recreation. People did not know how to take care of and properly

treat the outdoors. Soon places that people were frequently traveled to in the outdoors were becoming

loved to death. Campers and hikers destroyed local vegetation and they left trash and other traces of

their visit. The impacts that people were having on the environments they were visiting were

destroying the ecology of the environment and decreasing the beauty and landscape for other people

to visit and enjoy. Soon the four land management agencies of the United Stated employed National

Outdoor Leadership School to develop a code of ethics that they could spread to people so that the

outdoors would cared for.

Leave No Trace has developed seven different principles that can help guide peoples’

endeavors and activities in the outdoors and help them leave these places in a beautiful and pristine

nature. These seven principles are guiding ethics and not laws to obey. They should be considered

and contemplated within each and every different ecosystem and place; each place and ecosystem is

different and therefore people need to learn not only basic principles but also specific balances that

exist within each specific area.

The seven principles from Leave No Trace are:


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Plan Ahead and Prepare

• Know the regulations and special concerns for the area you'll visit.

• Prepare for extreme weather, hazards, and emergencies.

• Schedule your trip to avoid times of high use.

• Visit in small groups when possible. Consider splitting larger groups into smaller groups.

• Repackage food to minimize waste.

• Use a map and compass to eliminate the use of marking paint, rock cairns or flagging.

Travel and Camp on Durable Surfaces

ñ Durable surfaces include established trails and campsites, rock, gravel, dry grasses or snow.

ñ Protect riparian areas by camping at least 200 feet from lakes and streams.

ñ Good campsites are found, not made. Altering a site is not necessary.

ñ In popular areas:

ñ Concentrate use on existing trails and campsites.

ñ Walk single file in the middle of the trail, even when wet or muddy.

ñ Keep campsites small. Focus activity in areas where vegetation is absent.

ñ In pristine areas:

ñ Disperse use to prevent the creation of campsites and trails.

ñ Avoid places where impacts are just beginning.

Dispose of Waste Properly

ñ Pack it in, pack it out. Inspect your campsite and rest areas for trash or spilled foods. Pack out

all trash, leftover food, and litter.

ñ Deposit solid human waste in catholes dug 6 to 8 inches deep at least 200 feet from water,

camp, and trails. Cover and disguise the cathole when finished.

ñ Pack out toilet paper and hygiene products.

ñ To wash yourself or your dishes, carry water 200 feet away from streams or lakes and use

small amounts of biodegradable soap. Scatter strained dishwater.

Leave What You Find

ñ Preserve the past: examine, but do not touch, cultural or historic structures and artifacts.

ñ Leave rocks, plants and other natural objects as you find them.

ñ Avoid introducing or transporting non-native species.

ñ Do not build structures, furniture, or dig trenches.

Minimize Campfire Impacts

ñ Campfires can cause lasting impacts to the backcountry. Use a lightweight stove for cooking

and enjoy a candle lantern for light.

ñ Where fires are permitted, use established fire rings, fire pans, or mound fires.

ñ Keep fires small. Only use sticks from the ground that can be broken by hand.


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ñ Burn all wood and coals to ash, put out campfires completely, then scatter cool ashes.

Respect Wildlife

ñ Observe wildlife from a distance. Do not follow or approach them.

ñ Never feed animals. Feeding wildlife damages their health, alters natural behaviors, and

exposes them to predators and other dangers.

ñ Protect wildlife and your food by storing rations and trash securely.

ñ Control pets at all times, or leave them at home.

ñ Avoid wildlife during sensitive times: mating, nesting, raising young, or winter.

Be Considerate of Other Visitors

ñ Respect other visitors and protect the quality of their experience.

ñ Be courteous. Yield to other users on the trail.

ñ Step to the downhill side of the trail when encountering pack stock.

ñ Take breaks and camp away from trails and other visitors.

ñ Let nature's sounds prevail. Avoid loud voices and noises.

Retrieved May 16, 2012 from www.LNT.org

Community partnership

The analysis of the baseline data from most of the colleges; CNR, JNP, SCE, ILCS, RITM,

NITM, and GCBS; affirmed the importance of building community partnerships. The data showed

that increasing community involvement in and out-of-college programs can yield significant benefits

to programs and the students that they serve. The teacher respondents have expressed that providing

youth with opportunities to participate in their community is a powerful engagement strategy that can

also teach social responsibility. Some of these community practices already carried out by school

students are road maintenance, cleaning and gardening. However these types of activities are not on-

going and usually not part of the module curriculum, rather they are extra or co-curricular activities.

Students noted that one of the most interesting features of the community partnership the college can

have is the invitation of a guest speaker by the college from the local community to impart their

knowledge to students, teacher and administrators of the college (BL_CNR_FGS_13-03-12).

The community partnership benefits both the college and the community. When colleges and

communities work together both are strengthened in synergistic ways and make gains that outpace

what either entity could accomplish on its own: families access community resources more easily;

seniors contribute wisdom and gain a greater sense of purpose; and ultimately, students serve and

learn beyond their school involvement increasing the development of many GNH values and

principles, and the RUB college takes a leadership position within the local and national community. The students contribute to the development of the community vitality with their service and helps

community to sustain itself into the future. One of the goals of RUB should include how to develop a

strong community partnership that aligns with the GNH framework. The research team recommends a


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pilot program between PCE and the REC Seed Schools in Paro and Thimphu. Students from PCE

will be matched with a teacher from one of the Seed Schools. This teacher will provide opportunities

and learning for the PCE student while the PCE student provides service to the teacher in the

classroom. The service is part of the learning process integrated within the modules, required of the

student, and is part of the assessment plan for the module. Lecturers periodically check in during the

semester with the Seed School teacher to ensure a quality partnership. The teacher from the Seed

School will be required to write an evaluation of the student’s performance at the end of each

semester. The same teacher and student works tougher over a three to four year period deepening the

learning and relationship between the school and college and the teacher and student. In this way, the

knowledge and skill the students learn increases. In culmination, the students at PCE can accumulate

more than 200 hours of classroom experience prior to their practicum during their third year. This

allows the student to be a better qualified teacher during their practicum, learn form the teachers

leading Bhutan in transformative education practices, and upon graduation be fully prepared with best

practices and experience to lead their own classroom. The students will not have to return to learn best

practices in follow up workshops, which is currently the situation. The lecturers at PCE can then

assess the student not only in their knowledge accumulation but their applied skill throughout the

entire students academic journey. Service learning opportunities should start in the first year first

semester and be part of each and every module throughout the entire time at RUB. Community partnerships can invite the community members to the college to share their

experiences as well as build a relationship that opens doors to opportunities for growth and learning

outside the college. Studies show that school and community relationships have positive results on

students (Mapp, 2007). Mapp noted that many educators are still surprised to learn that family

engagement in the home is vital for optimal learning. When education changes from a classroom

based sense to a more parent inclusive type of engagement strategy, education then starts to think

about how to support families and community, the greater society. When family engagement and

community involvement is linked to learning, we see improvement in learning and trust building

(Mapp, 2007).

The GNH values and principles framework calls for interconnectedness. If schools are

separate from their communities than learning the importance of interconnectedness as a value is

limited. Community partnerships weave together core components of the GNH holistic education

model. Community partnerships can have various levels starting with service learning and developing

into internships as part of RUB requirements for graduation. Community partnerships can include

developing relationships with individual people, local businesses, and other associations. RUB should

start slowly to establish pilot partnerships putting sustainability at the forefront, also one of the core

GNH pillars. RUB firstly, needs to make formal arrangements to provide a program, service and the

curriculum adjustments necessary to support student learning and achievement.


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The community partnership for the GNH educational model is really limited by what lecturers

and administrators can imagine; for instance RUB can partner with a start up recycling plant and help

develop and plan what is needed to make a secure plan. This can involve reaching out to the

community and providing education about recycling. The college and community residence can

address community safety issues and join together to organize an action plan. Programs can be offered

to the community depending of which college and what programs are offered within the college.

Reciprocal process is the upmost importance and community partnerships need to weave intricately

with the students learning content and assessment.

These partnerships raise the visibility of the college as well as local issues and programs. By

developing community partnerships it helps students practice mindfulness in having an intentional

purpose by being aware of other peoples time, commitments and resources. In addition the students

benefit by gaining experience to procure more meaningful employment in Bhutan’s growing

economy.

Democracy

As per the baseline data collected from all the colleges under Royal University of Bhutan

(RUB), the need of democracy in the college appears to be one of lower ranking themes in the

analysis pattern. This concern was not seen in all the colleges. This could be due to several

contributing factors, one of which is the research team members did not go in depth in their

questioning when democracy and related topics were mentioned, another could be due to the newness

of democracy in the country, and lastly, democratic principles have not been part of the schooling

culture to date. The data from five of the ten colleges indicated the need to move toward a democratic

way of doing things. Some of the issues that appeared in the data were the lack of freedom of

expression, freedom comes with internal responsibility, shared decision making, good governance,

and the importance of the collective good. The baseline data from College of Science and Technology

(CST) indicated that from 11.1% of the data sets, students and faculty affirmed the need to have

democracy in terms of freedom of expression and speech in the classroom. Some of the respondents

said they would like to live in an environment where there is freedom, fairness and justice, so that no

one is judging you and respect amongst each other is cultivated (BL_CST_FGS). Some of the

respondents related that politicking was present on the campus whereby some people gained freedom

with different sets of rules and regulations than other people had to follow. (BL_CST_KIS). Another

response that was echoed at a few of the colleges from two different focus groups discussions and a

key informant interview with lectures and an administrator stated that they did not want to do

anything without being told, and they did not want to do anything if they were told (BL_SCE_FGL

and BL_PCE_FGL). Hopefully every individual will take up their responsibility without someone

having to push from behind (BL_CNR_KIADM).

According to data collected from College of Natural Resources (CNR), 5.5% of data set

affirmed the need of freedom of expression, 5.5% of data set asserted the need of shared decision-


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making and another 5.5% of data set indicated the need of good governance, which was related to

democracy. A similar pattern was seen in Jigme Namgyal Polytechnic (JNP) with 8.3% of data set

indicating that freedom should come with responsibility, 8.3% of data set talked about the the need of

the collective good to be part of the curriculum, and at Samtse College of Education (SCE) 10% of

data affirmed the need of the freedom of speech within the classroom and throughout the college.

Some of the respondents from JNP confirmed the view that if the tasks were assigned in a more

democratic way, the opportunity for students and lecturers to take this freedom with responsibility for

the collective goodness of the college as whole would be better provided. According to some

respondents from SCE, supporting staffs assume that they are not given equal opportunities like

teaching faculty at the RUB. In addition, staff do not voice their opinions because they feel their

voices are not heard so most of the time they simply follow the instructions from their seniors

(BL_SCE_FGADM).

The research team members suggest that democracy in the classroom be discussed further and

intervention plans be made in conjunction with lecturers representative of each college. A model for

democracy in the classroom and at the management level be developed along with an assessment plan

to ensure the model is implemented effectively.

Management and Leadership

It is the belief of the research team is that there is a strong connection between democracy and

good management. That for any system to function efficiently there must be democratization of a

healthy manager-subordinate, colleague-colleague, teacher-student relationship whereby individuals

can voice out and their voices are heard and included in decisions. The research team members

recommend that RUB college act with a shared decision-making governance model and transparency

where every individual has the opportunity to be aware of what is happening in the college. The

findings have shown that although compensation and benefits are important factors in factors in

lecturer motivation some intangibles motivators like job design, work environment, feedback,

recognition and empowerment or decision making participation are also contributing factors for

motivating lecturers at RUB.

Human Resource Management, which involves the efficient and effective management within

an organization, is one of the vital functions of Educational Administrators. Human resource showed

to be the nucleus of organizational resources and therefore motivation is a central and vital component

contributing to job satisfaction. The findings show that there is low job satisfaction within lecturers at

RUB. Many lecturers are happy to have a job, not yet sure if autonomy has been beneficial, yet they

rarely state they are satisfied or happy to be lecturer at RUB. The research team members heard many

stories of lecturers having dreams of careers different than that of being a lecturer at RUB, however

due to the qualifying exams scores, this is the position they were given. Every university and college,

like other formal organizations needs human beings to execute its programmes and achieve

educational goals and objectives. The poor management of human resources in an organization will


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lead to ineffectiveness or collapse of the organization if motivation is not attended to (Okonkwo,

1997). The research team members recommend more shared governance and transparency of

decision-making at the individual college level as well as RUB central level.

Learning Center

Report Regarding Learning Center Focus Groups and Working Group Action Plan

To: Paro College of Education Director, Thubten Gyatsho

Prepared by: Dr. Gretchen Legler, Visiting Fulbright Fellow

Purpose of Report: To share data from Focus Groups and Working Group held in March and April,

2012 related to the Paro College Learning Center, and to recommend strategies for the continued

success of the Center.

Learning Center History:

• March-June, 2010: Canadian educators Roy and Nancy Greenwood, teaching at Paro under the

auspices of the Bhutan-Canada Foundation, start the Learning Center at the request of the director. By

all accounts the Greenwoods did a fantastic job at the Learning Center, drawing in students and

faculty for individual consultation and group workshops. The Greenwoods also did a study of faculty

attitudes about the Learning Center, and made several recommendations in their final report.

• Autumn semester following the Greenwoods’ departure, PCE lecturer Ms. Lhazom Dema took over,

coordinating a schedule of lecturers who served in the LC during their free time. Student visits

dropped significantly.

• March-June, 2011: Canadian educator Natalie Charlton, also under the auspices of the Bhutan-Canada

Foundation, worked in the Learning Center with Lhazom Dema. Student visits increased.

• August-October, 2011: After Ms. Charlton’s departure, Ms. Lhazom Dema once again took over

coordination of the Learning Center. Due to lack of staff, the LC reverted to an “appointment

system.” Only a handful of students visited the LC.

• Mid-October, 2011- June 2012: Dr. Gretchen Legler, Visiting Fulbright Professor from University of

Maine Farmington in the USA, began staffing the LC with Ms. Lhazom Dema. Student visits

increased significantly in both semesters; in addition to individual assistance on a walk in basis, the

LC provided workshops on study skills, taking exams, academic writing, creative writing, and also

offered one hour orientation sessions in the LC for all first year students.

• For further information and reference, please see two Powerpoint Presentations (Greenwood and

Legler), which provide data showing LC activities and attendance statistics.

Issues and Problems with PCE Learning Center:

Nearly every university or college in the US, Australia, Canada, and Europe has a

professionally-staffed center that supports students in many areas deemed necessary for academic and

social success in college. These areas include academic writing, tutoring in maths, sciences and other

disciplines, psychological and emotional counseling, managing time, developing study skills, career

counseling, applying for graduate school, and many other areas.


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PCE has already devoted significant resources toward launching its Learning Center, but it seems that

at least two key problems stand in the way of its sustained success: staffing and vision.

1. Staffing: It can be argued (based on LC data) that the Learning Center is most successful when a full-

time or part-time staff person is working there and coordinating LC activities. To date, no single PCE

faculty person has been given the time or training to coordinate the LC on a full-time or quality part-

time basis. The only regular, working full or part-time staff for the LC have been Canadian or

American volunteers. This lack of sustainable staffing has led to fears that unless a non-Bhutanese

(American or Canadian) volunteer can be found to run the LC, it will not succeed.

2. Vision: There is a perception (chiefly among faculty) that the sole role of the Learning Center is to

help only “needy” students, and then only with academic writing, mostly referencing and APA style.

This limited vision of the LC’s mission has created a sterile and unwelcoming atmosphere that

discourages students and limits the creative use of the LC as a real tool for enhancing learning and

teaching.

Focus Groups:

The goal of the Focus Groups was to generate interest in and energy around the LC on the

part of PCE students and faculty, and to see if together PCE faculty and students could generate ideas

to make the LC more vibrant and sustainable in the long term.

On March 15, two separate Focus Groups were held, one a Student Focus Group, and one a Faculty

Focus Group, each lasting one hour, facilitated by Dr. Legler, with the help of Brittny Madden

(Assistant to Naropa University visiting research facilitator Dr. Debbie Young) and Ruth Hill

(Assistant to me in my Fulbright teaching and research in Bhutan).

The Student Focus Group was made up of nine students, evenly divided male and female,

from PGDE, and years II, III and IV. Students were asked the questions “What is Learning for

You?” “What is a Center,” “What COULD Happen in A Learning Center?”

The Faculty Focus Group was made up of six faculty, one each from Dzongkha, English,

Maths, Science, Professional Services, and HPE. Faculty were asked the questions “What is Learning

for You?” “Why Do You Teach?” “What Do You Hope Your Students Learn From You?” “How

COULD the Learning Center Facilitate Your Teaching?”

Focus Group Findings: After analyzing responses, we noticed a BIG gap between what students and

faculty said learning and teaching was and what they said they’d like to see in a Learning Center.

What Focus Group respondents said:

What is learning for you?

• Teaching is also learning

• We learn from people in community

• We learn not just through teachers (also from children and peers)


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• Innovation (making something your own, modifying what you learn to suit different

situations)

• Learning by doing / Exploring new things

• Reading library books

• Changing behavior / Personal transformation/ Self discovery

• Learning from mistakes

What is teaching?

• An opportunity to share what you know best

• Promoting human values

• Upgrading knowledge

• A last option

• Not just content

• Sharing

• Modeling good attitude and exceptional qualities

• Not just classroom-focused, but also co-curricular activities

What is a Center?

• Prominent place/ Focus point / Important point

• A place in the middle/ approachable from everywhere

• A place to distribute and receive

• Like the center of a town (a marketplace)

• Center shifts according to values

• A platform for learning and sharing

• A gathering place

• Collection of resources

• Place to clarify doubts

• Place to teach skills, music, social issues

• Where the most energy is

What can happen in the LC (ideas students and faculty came up with in first Focus Group)

• A place to teach academic writing (this is the only idea the faculty came up with)

Students came up with the additional following ideas:

• Student-led workshops

• Students sharing research

• Decorate to make lively (posters and quotes) (a lively environment)

• Discussion groups / Reading groups

• Sharing learning with peers


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• Friends teaching each other / Peer-led groups

• A place to encourage learning

• Provide facilities (computers, chairs, workspace)

• Bring visitors from outside (authors, lamas, elders, guests)

• Coffee and tea (café atmosphere)

• Lots of energy (lots of people and activity)

• Resource and teaching materials / workspace / supplies for presentations

• Interactive facilitator (friendly and welcoming)

• Computers with someone to help

Complaints (from both faculty and students):

• Staffing is a problem

• Not a conducive environment (too quiet and boring) / Not lively

• Students don’t know about it

• Students want a mother/father figure when they come to the LC and faculty feel they

can’t provide this

Focus Group Conclusions: Data seemed to suggest that despite shared ideas about the collaborative

and community-oriented nature of teaching and learning, students seemed much more open than

faculty to conceiving of a Learning Center as an active place where collaborative teaching and

learning could take place; a focal point of campus activity where students could teach each other;

where members of the wider community could be invited to share their knowledge and experience,

where learning by doing could be valued, etc.

Working Group:

On April 11, a Working Group was organized to share the Focus Group data and ideas, and to

attempt to create a Plan of Action for the PCE Learning Center.

The Working Group lasted one hour. The Working Group was comprised of students and faculty.

Student representatives included most of the nine who attended the first Focus Group, with additional

representatives from first year courses--PCE I and PCC I. Faculty representatives included one from

each discipline: English, HPE, Maths, Arts & Humanities, Science, Dzongkha, Professional Services,

most of whom had been part of the original Focus Group.

Students were paired with faculty and asked to “brainstorm” using combinations of ideas that

they had already generated in their first Focus Groups. Specifically, they were asked, “What resources

(political, structural and human) would be necessary to make idea X work in the Learning Center?”

Political resources = “permission” from “persons in power.” Structural resources = material objects

(chairs, paper, computers). Human resources = people.

For example: Students had said in their Focus Group that a relaxed, lively, stimulating atmosphere

(like a café) is something they associated with a “center.” They also said that for them, learning was


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“exploring new things,” “learning by doing,” “something you do in community with other people,”

and “learning from mistakes.” Faculty had said that they wanted the Learning Center to focus on

teaching academic writing. They also said that learning for them was “learning from mistakes,” and

“learning from people in their community.”

In the Working Group, pairs of faculty and students were asked what resources would be

needed, theoretically, to create a Learning Center that had a “café” atmosphere where one could

“learn by doing?” Or, for another example, what resources would be needed, theoretically, to create a

Learning Center where one could learn about academic writing through “community.”

The task required imagination and patience and yielded some interesting results. However, the

resistance by faculty to ANY new ideas concerning the Learning Center was overwhelming. Of the

ONE HOUR allotted for the Working Group, 40 minutes was spent responding to faculty who made

comments including: the only mission of the Learning Center was to help “needy” students with

academic writing, that reaching out to community members was unnecessary and irrelevant to

learning, that no student would want to come to a “café” in the Learning Center, that song and music

had no place in a Learning Center and were already adequately taken care of via music club, etc.

Working Group Findings: Once students and faculty began to collaboratively brainstorm, many ideas

emerged. These ideas were not intended to change policy regarding the LC or to alter its mission, but

merely to imagine possibilities for how the LC could become a sustainable part of PCE and better

meet the needs of the college as a whole. According to the data that emerged from this session, the LC

might be a place where students and faculty (in the words of participants) could:

o Learn through practice

o Facilitate and take part in interactive discussions

o Have access to relevant materials for teaching and learning (books, magazines, paper,

scissors, tape, markers, staplers, presentation materials, etc.)

o Have access to computers, printers, scanners, chairs, working space, storage

cupboards, tables, internet

o Adopt new skills

o Seek timely correction and feedback

o Build confidence

o Invite authors, poets, actors, singers, experts, consultants (a place to share expertise)

o Invite visitors who bring “practical” experience to compare and contrast with

“academic” experience

• Invite people of sound knowledge who can share ideas and experience

• Enjoy a space that encourages reading (comfortable place to read, books available,

magazines, internet)

• Share experience through writing


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• Get help from trained facilitators who can help with computers and software

• Promote civic sense—take good care of the space

• Seek knowledge and become experts

• Go for support and encouragement

• Enjoy an environment that is lively and spacious, warm and friendly, and is equipped with

materials

• Enjoy a space for learning by doing

• Participate in creating and enjoying a lively visual environment: posters, quotes, decorations

• Develop and distribute handouts regarding academic writing

• Have access to the PCE Academic Handbook

• Conduct and take part in workshops

• Enjoy interaction and developing new ideas

• Create a space for reading, writing, speaking, and listening

• Create and participate in language rooms where students can do experience-based learning

• Have access to language tapes, videos, and cassettes

• Enjoy a place to show movies/hold discussions about movies

• Hold small group discussions about important current issues related to Bhutan (host speakers

from NGOs and Bhutanese social organizations such as the Center for Media and Democracy,

or the YDF)

• Take part in reading groups (reading circles) and discussion groups and song circles

• Come to a place for “fun” learning

• Create a focal point for student creativity, including a student newspaper or newsletter (or

filmmaking group or radio show)

• Co-create a place for teachers and students and “experts” to engage in academic writing,

research, referencing, and experiencing the structure of language

• Create a hub center

• Enjoy a place to develop reading and writing habits and provide supportive and constructive

feedback

• Enjoy a space with adequate resources, including computers, printers, scanners, books

(dictionaries, academic writing handbooks)

• Create a space to help develop strong reading habits (among students, faculty and community

members—maybe a family reading program?)

• Get help from organizers and facilitators who provide guidance (maybe even a place for

counselors and counseling, group counseling)

• Enjoy a place for guidance and feedback (academic, social, artistic, creative)


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• Enjoy support from college management that allows students to share research and

experiences (related to teaching practice?)

• Experience a lounge-type setting with comfortable chairs and computers and guidance from

facilitators and IT persons (for computers)

• Participate in writing circles/ song circles/ rhyme circles

• Learn about and teach about social issues via visitors (lamas, elders, recent graduates,

community members)

Working Group Conclusion: In the end, the faculty / student pairs did not directly address what

“resources” would be needed to make any of the above ideas work, but indirectly, it can be deduced

that the following resources would be necessary:

1. Ideological support from the highest level of college (even RUB?) administration

2. Money to purchase computers, printer(s), scanner, video / CD player, paper, books,

magazines, etc.

3. Money and time to support human resources (staff, facilitators, organizers, peer mentors)

4. Administrative support to coordinate keys, timings, visitors, schedules, etc.

Further Discussion:

It seems as if there is interest in and energy around creating a vital PCE Learning Center that

could be a model for all of RUB, serving faculty as well as students.

The energy for change and innovation seems to come particularly from students, although faculty

also keenly feel the need for additional support in academic writing for students, and support for

research and professional writing for themselves.

Students seem to want a place for informal, fun, interactive learning that helps them develop

reading, writing, speaking, critical thinking, creative expression, and listening skills.

Students seem to desire supportive, friendly, helpful facilitation in the LC and instruction in all areas,

including academic writing, study skills, creativity, use of computers and the internet.

There seems to be a need for some material resources in the LC, including a screen for

projecting movies, workshops and presentations; regular access to an LC projector; adequate heat in

the winter months; books (including dictionaries, academic handbooks, and other materials); a printer

and scanner; upgraded computers; and additional bulletin boards, as well as paper and other office

supplies.

Several innovations have already been made in the most recent semester that seem to support some of

the goals and desires expressed by Focus Group and Working Group participants:

1. Every first year student at PCE attended a one hour orientation session in the

Learning Center during April, as part of their Academic Skills module.


200

2. All first year students were given an LC brochure during morning assembly during

the first week of the semester.

3. A weekly informal Wednesday afternoon Creative Writing workshop was initiated

beginning early April, drawing approximately 35 participants each week, mostly

PCE students, but also some from the larger community.

4. Relevant Academic Handbooks were transferred from the PCE Library to the

Learning Center for easier access.

5. Faculty were asked to nominate potential students to serve as Peer Mentors in the

LC, a program that remains to be successfully launched, but, with support, could be

functioning by the beginning of the August semester.

Final Remarks and Recommendations:

The current space allocated to the PCE Learning Center is ideal—open, spacious, beautifully-

decorated, inviting, and situated at the center of campus. Such a space could indeed serve as a lively

hub for student and faculty learning and teaching—a true Learning Center that embraces GNH

educational goals. Some ideas for the future:

Human Resources:

1. A full or part-time LC coordinator must be designated and given ample time, training, and

resources to develop and maintain the center, with the help of student peer mentors and other

faculty. It is essential that the coordinator be, as students suggested, passionate, friendly,

learned, welcoming and committed to the mission of the LC.

2. The LC does not have to be open 24-7. Designated days and hours could be set, offering a

variety of times for students and faculty to use the center, including some evening hours when

students and faculty are not in class.

Material Resources:

1. Material needs that could significantly enhance the LC’s effectiveness include: upgraded

computers and computer work stations, printer, scanner, projection screen, additional bulletin

boards, adequate heat. Other audio/visual equipment and software might also be considered

(television, CD and video players, software for editing digital film, etc.)

Mission and Vision:

1. Students seem eager to improve not just their academic writing skills (a goal they share with

faculty), but their reading, critical thinking, listening, speaking, creative writing and media

skills. It might be useful to reimagine the Mission of the LC in light of these student desires.

2. The possibility also exits for using the LC as a center point for information and learning

around GNH goals and values, particularly GNH in Education. What that might look like:

weekly mindfulness training and practice workshops; monthly discussions about Democracy,

youth development, and other pressing social issues; workshops for media literacy;


201

discussions about environmental consciousness (green thinking); visitors who come to talk

about cultural preservation, and more


202

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Appendix A (Operations Manual)

GNH PAR Gap Analysis Operations Manual Draft field version

Adapted from Tom Barton 2003

For: Royal University of Bhutan (RUB)

Prepared by: Deborah Young

1 March 2012

Contact person: Deborah Young EdS, PhD

Primary investigator [email protected]

Jambay Lhamo, MA

RUB Core Research Team Leader [email protected]


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Operations Manual GNH PAR Gap Analysis

History and purpose of this GNH PAR study – brief summary This national study on GNH in the classroom, pedagogy, and curriculum was conceived in response to the consultancy in the spring of 2011 around critical pedagogy and contemplative education at the Royal University of Bhutan (RUB). This knowledge is desired for informing decision-makers, lecturers, teachers and administrators in schools from pre-school through higher education. This study will facilitate RUB’s review of current classroom practices, pedagogy and curriculum concerns in the short, medium and long term and identify gaps to move towards a GNH pedagogy and classroom practice. The study begins in February 2012 and will include field research in ten of RUB. It is expected that the findings will be disseminated in August 2012. (Completed in September 2012). Phase I – Spring 2012

Objective: Increase the capacity in holistic education knowledge and classroom practices among the faculty at RUB.

Means: A jumpstart workshop consisting of 10 days, 8 hours a day module on critical pedagogy and contemplative education pedagogy and participatory action research. Completed March 2012

Objective: To further develop post-graduate higher education MA, PhD program On-going to be completed December 2014.

Means: Continued meetings and development on the syllabus infusing GNH classroom practices, pedagogy, and literature. On-going through Cycle I, II, III, IV, and V interventions to be completed spring semester 2014.

Objective: Increase the availability of data on historic and current Bhutanese educational practice to inform the development of a national holistic educational system and holistic educational classroom practices. Means: A participatory action research (PAR) study executed by the faculty at RUB and primary Investigator, Dr.Young. On-going to be completed spring semester 2014. (baseline round completed May 2012, Cycle I interventions completed June 15, 2012).

Phase II – Spring 2013 Objective: Increase the capacity of RUB faculty, participating pre-service teachers, in-

service teachers and administrators. Means: Undertake teacher/administer training throughout Bhutan with the faculty at RUB and consultants. Objective: To continue with the PAR study gathering data on the implementation of the pedagogy techniques that were developed from the PAR 2012 phase 1.

Phase III – Spring 2014 Objective: Develop graduate level programs (MA and PhD) in education and teacher/administrator professional development courses to offer students from in Bhutan as well as from around the world opportunity to study the philosophical foundations of a GNH classroom.

Background to the study Historical Context and Background

In the 1960’s, the 4th King of Bhutan developed an approach to modernization, the objective of which he called “Gross National Happiness” (GNH). This framework, based upon the premise that the happiness of the people should be a guiding principle in the development of this formerly closed

Snapshot This section gives an overview of the study up to the present. It also includes some materials from the design workshop related to study colleges and desired information to obtain in the field.


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society, acknowledges that the spiritual and emotional development of the people is as important to the country as the promotion and development of material accumulation and modern comfort. The pursuit of GNH currently guides all economic and social policies in Bhutan. In 2009, the King of Bhutan asked the government and the people to address the need to reform the educational system. His goal was to transform the current British-Indian based school structure into a more holistic educational system in line with the principles of GNH. Holistic education, based upon the premise that each person finds identity, meaning, and purpose in life through connections to the community, the natural world, and humanitarian values such as compassion, interdependence, and trust, aligns well with basic Bhutanese GNH principles.

Although the vast majority of the population currently has access to the Bhutanese public education system, there still exists an emphasis on an Anglo-Indian curriculum that focuses on individual achievement, competitiveness, and technical mastery of numeracy and literacy. To cultivate GNH, it is essential that holistic education be integrated at all levels of the educational system and embedded in the daily classroom practice and curriculum.

This project will inform the development of the first national-scale school system based upon Holistic Education principles. While there are currently individual schools that take a holistic approach, to date, no country has attempted to use holistic education as the underlying paradigm for the nation’s entire education system. The small nation of Bhutan is attempting to create something the world has never seen before.

The project will also provide a unique example to inform other parts of the world about holistic education and will provide a model for the development of MA and PhD graduate programs in holistic education for pre-service teachers within Bhutan as well as from the world. This program will be developed using the findings from this study.

The purpose of education is to meet the social, the economic, and the human resource needs of the society while increasing the quality of life contributing to GNH. Teacher education colleges are looked upon as the main contributors to the quality of teachers, shaping classroom practice to become more learner/student centred and holistic, aligning with GNH. There is no doubt that the country faces a number of problems in the area of education when aligning with GNH. The quality of education in Bhutan is a major concern at all levels of formal and non-formal education. To date there have been several critiques and recommendations to support educational transitions at the college level as well as the pre-primary through XII level of public schooling. This study will contribute adding to those recommendations. Here are examples of concerns that the Bhutanese educational system is currently facing.

Ø Lecturers: (training – out of country) a. There exists preliminary research recommending more engagement in the classrooms

and expanding pedagogy beyond lecture and what is referred to as the banking model of education that was coined by Paulo Freire, (1970). It is imperative to apply the recommendations at the RUB. VanBalkom &Sherman (2010) noted that the colleges in Bhutan primarily use the lecture method as the predominant teaching pedagogy even with content about the use of different teaching methods. The study asserts that students’ state “Lecturers should practice what they teach” and recommends for teachers to model different teaching strategies when teaching the pre-service teachers.

b. A school system that is cultivated from the GNH framework would include values education in textbooks, teacher preparation and classroom management. Dasho Karma Ura notes that value education; also known as character education, civic education, and moral education; has been overshadowed by the emphasis on individualism with a de-emphasis on social responsibility, community consciousness, and altruism in western education systems.

c. There is a lack of qualified faculty to staff all of the needs for the RUB colleges. To accomplish the development of the tertiary education in Bhutan, a goal to increase the professional development of existing lecturers as well as increasing the capacity of the Bhutanese educational college system is necessary.


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d. Many teacher candidates enter teaching not out of “genuine interest but rather because they were not accepted into higher studies in areas of greater interest, or had better job options” (VanBalkom & Sherman, 2010, p. 54). Therefore, there is a high probability that Bhutan may be producing teachers working solely for their salary, and not quality teachers who contribute to the goodness and quality of the learners.

Ø Students:

a. While progress is being made in revamping programme content, students identified a number of concerns about course offerings and teacher pedagogy. Students have offered a number of examples that suggested a general disconnect between theory and classroom practice of the RUB faculty.

b. MacInerney & MacInerney (1994) talk about how students learn best and say that concrete demonstrations of key concepts facilitate effective learning (p. 568) and the engagement of students in the learning process is necessary. Many concrete demonstrations are lacking in the classroom construction of knowledge.

c. The pre-primary class through the Class 10 is available to every citizen in Bhutan. The official age of entry to the pre-primary class is six years old. Access to Class 11 and 12 is based on the student’s performance on national examinations at the end of Class 10 based on merit. Those students who qualify for higher education may then choose from several areas depending on their scores. Those who do not qualify for higher secondary education on RGOB scholarship may seek admission to vocational training institutes, self finance their studies, or may choose to repeat Class 12 to improve their test scores. The choice of teaching typically resides in the filtration system based on scores from exams.

Ø Modernization: a. Historically, Bhutan has been a monarchy that governs as a closed system with

respect to the global community. Consequently, Bhutan has had limited access to information, technology, and other resources from the developed world.

b. Bhutan is currently undergoing significant social transformation, moving out of a closed society into the global community. Inherent in the process is the ever-expanding impact of the consumer economy infiltrating the boundaries of the country. To guide this impact it is necessary for students and teachers to broaden their cultural critique to include an analysis of the problems a consumer society imposes on a harmonious ecological system.

c. Many times people living in a Monarchy have not had abundant experiences innovating and guiding change. Limited experiences with innovation among teachers and administrators seem to develop a more compliant and dutiful means of working.

d. It is important to lay the foundational essence of holistic education throughout the country such that the children, growing up during the decentralization of the monarchic power base will be versed and grounded in Bhutanese foundations to develop the national happiness they are seeking

e. Oral transmission and values education need to be integrated into the Paro education pedagogy (Dorji Penjore, 2005). They have functioned historically as a medium of moral, civic, and intellectual education in non-literate societies. The oral traditions are the expressions of the identity, the purpose, the functions, the customs, and the generational continuity of the culture.

The RUB has a number of challenges at hand. With a scanty database and policy gaps, it is difficult for the responsible ministries and supporting organisations and agencies to respond adequately to the government’s educational priorities. In order to move toward a better understanding of GNH values and principles in the classroom and to contribute to policy dialogue and sustainable programme development to address classroom practices and pedagogy it is proposed that a comprehensive study, analysis and recommendations of these issues is conducted. Therefore the first phase of this PAR


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study will be implemented in the spring 2012. The intended outcome of this study is a coherent analysis, based on a highly participatory study process, which will provide an information base and transformative practices for participating lecturers. This study helps to inform further policy development and strategic programming for GNH PEDAGOGY by the Principal Investigator (PI), RUB lecturers alongside other key partners and stakeholders.

Objectives of the study Overall objective - To contribute to broadening and deepening of understanding on the scope, scale, trends and implications of GNH in classroom practices, pedagogy, and curriculum in schools preschool through higher education, by identifying the gap between current pedagogy and pedagogy that aligns with GNH principles and analysing the most critical factors/causes that contribute to their situation as a basis for planning programmatic interventions. Specific objectives for the field phase of the study:

• Begin with a two-week jumpstart training that will provide foundational information on critical pedagogy, contemplative education, and PAR research design and tools. Completed March 2012.

• Carry out a four month long (First Phase) field-based operational research gap analysis study with three cycles of data collection. Completed one cycle in all 10 colleges, baseline data of current classroom practices spring semester 2012.

o The first is with the participation of lecturers, teachers, students, administrators, and families on how and why classroom practices, pedagogy, and curriculum are affecting various groups of students, teachers, and the overall community in terms of the GNH framework of Bhutan. The research team will identify the population that is affected by current educational practices for in-depth assessment and analysis, including current classroom practices and lecturer and student perceptions about their problems. Focus groups discussion, key informant interviews and observations will be conducted in 8 geographical areas throughout Bhutan.

o The second cycle includes training of teachers and staff visited in the first cycle of data collection. A follow-up visit by the research team will collect data from observations, daily journals, key informant interviews, and focus group discussions.

o The third cycle includes training of teachers and staff visited in the first cycle of data collection. A follow-up visit by the research team will collect data from observations, daily journals, key informant interviews, and focus group discussions. A document including guidelines for GNH pedagogy training and implementation will be written as the summary of the study and sent to OVC. The OVC will then distribute to other institutions such as REC, MOE, and make available on their website.

Prioritised information for this study In summary, the prioritised topics from the jumpstart workshop are as follows:

General Topic 1: Contemplative education Topic 2: Critical pedagogy Topic 3: Community perceptions about the purpose of schooling and education Topic 4: Perceptions about current classroom practices Topic 5: Perceptions of GNH values and principles Topic 6: Strategies for transformational learning and teaching Topic 7: Mindfulness practices: personal and classroom practices Topic 8: Participatory action research toolkit Topic 9: Variety of classroom participatory teaching practices Topic 10: Resources: Human, structural, political, symbolic (Boleman and Deal) Topic 11: Professional development mindfulness training


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Topic 12: Research knowledge and skill development – adjust and develop research design for GNH PAR study Topic 13: Practice skills for research design and data collection.

Region specific Topic 14: Specific needs in the geographical area Topic 15: Teacher/Staff/Administration availability Topic 16: Resource availability Topic 17: Student attendance Topic 18: Support of current educational system

Methodology for the qualitative field- phase

Field methodology – overview The study will be conducted by a team of lecturers and staff from RUB under the leadership of an International researcher (PI) in a highly participatory manner with a strong emphasis on participation and interaction with the development of GNH PEDAGOGY. Up to this point, the study has already been implementing the following or has plans for the spring of 2012:

• Desk review – based on existing documents and secondary data sets in Bhutan, internet searching, and selected interviews with some key informants (KI - both adults and young people) at RUB. Note –more national level interviews to be conducted in coming weeks.

• Design workshop - a participatory design workshop will be held with RUB lecturers, staff representatives to refine the information needs of the study, select study Colleges, review sampling strategies and make suggestions about field tools. (February 15 – 29 at Paro College).

• Training for data collectors – before and during the jumpstart workshop, many additional specific plans and tools will be as separate handouts and study sessions will take place during the first training of data collectors and team leaders. (February 15 – 29 at Paro College).

The current phase of the study will be:

• Qualitative field study – primary data gathering, using various participatory tools in direct observations (obs), research diaries (RD), focus group (FG) discussions and key informant (KI) interviews with selected students, youth and adults, teachers and administrators in the target colleges. Direct information from people in communities, institutions and organisations, including individuals to the extent that this is possible during informal and formal meetings; this data is referred to as meeting notes (MN). This step will also include a pre-test in the Paro college, which will be a full scale data collection of substantive and usable data, and then an expansion phase to other colleges (for a total of 10 study colleges).

Operational definitions • ‘Focus Group’ in this context refers to a session of 1-1½ hours in length, conducted by a

facilitator which is the PI or research team member (RUB faculty or staff) and a note taker, with a relatively homogeneous group of 6-12 participants, done in a comfortable setting where there are relatively few interruptions (if possible), during which one or more participatory exercises are carried out with the group and linked to discussions and probing questions; these sessions will be generating various kinds of verbal and visual products, plus field notes, that can be subjected to later combined and comparative analysis.

Snapshot This section updates content on methodology


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• ‘Key Informant Interviews’ in this context refer to open-ended sessions conducted by the PI and/or research team member as interviewer/facilitator, and a note taker, with individuals having special knowledge about the key issues being investigated. Interviews often last about 1 hour, using a relatively limited set of topics/open-ended questions combined with probing questions; sometimes participatory tools are also included.

• Observations in this context refer to direct observations in RUB classrooms during the spring 2012 semester conducted by the PI and/or research team member as observer. The observation lasts one class period, approximately 50 minutes and includes detailed notes of classroom practices and interactions. The observations are about pedagogy rather than content. Observations occur as an on-going weekly activity within each RUB College. Lecturers are divided into groups of 3,4,or 5 and observer two other lecturers in their group each week. In addition, observations are held by the PI and research team members during the week of primary qualitative field work.

• Meetings refer to informal and formal meetings with people working at RUB. The notes are taken by the research associate.

• Research Dairies are expected to be kept by all research team members and shared during the 2012 academic year.

Sampling plans– field phase Expected data Phase Expected data per geographical area Comments Primary qualitative fieldwork

• Target is likely to be 7-10 ‘focus groups’ (FGs), 8-12 ‘key informant interviews’ (KIs), and 3-6 observations per college (x10) over a three/four day period

• Gives a total of about 70-100 FGs, 80-120 KIs, and 30-60 observations which is a substantive data set.

• In addition meeting notes and research diaries will be included.

This represents about 280 as the absolute maximum total potentially achievable data sets under the very best of conditions with the most capable and committed persons as data collectors and respondents (participants), based on teams of 6 persons active in data gathering. Data sets are completed by the PI and research team members.

Participants who will be contributing primary data The details of which kinds of lecturers, administrators, students will be developed in a participatory way through the results of the desk review, study sessions, and consultative meetings with the research committee (RC) during the design jumpstart February 15 – 29. The participant categories include:

• RUB lecturers (primary study group) • Students in higher education at various colleges (primary study group) • Administrators and staff at RUB Colleges (primary study group) • Students in primary school (secondary study group – Only by PCE and SCE research team) • Students in secondary school (secondary study group – Only by PCE and SCE research team) • In-service teachers and staff (secondary study group – Only by PCE and SCE research team)

Feasibility - Numbers of sessions feasible based on: • Interviews - we calculate one KI interview at 45 minutes average, though they can run up to 90

minutes or longer for very informed, analytical and interested persons. Time to arrange the interview, or trace a suitable person is at least equal, and sometimes several times more than the duration of the actual interview. We prefer two persons present at these interviews, one functioning mostly as an interviewer/discussion facilitator and the other as a note taker

• Focus groups – we calculate an average of 1½ hours of contact time for a focus group. The amount of time to mobilize and convene people is again at least equal as a minimum, and


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frequently double or triple the amount of contact time, longer when specific categories of persons are being convened, not just general residents of a community. Again, two persons are needed – facilitator and note taker.

• Interviews and Focus Groups will be held at the same time in the community during data collection.

• Observations – we calculate that one observation will be 50 minutes on average. Time to arrange the observation is about 10 minutes. One lecturers or PI will be present at each observation. Observations will take place during the primary baseline, cycle I, and cycle II periods as well as on - going in each College.

• Meetings are on an as needed basis determined by the research team as well as administrators throughout RUB.

Representativeness - Numbers desired linked to anticipated categories of respondents: • Lecturers at RUB: by gender, mixed grouping, or subject area • Administrators/staff at RUB – by gender, mixed grouping or role • Students at RUB – by gender, mixed grouping or subject area • Local teachers and administrators/staff of various schools– by gender, by roles, by age group

taught, or mixed grouping • Students from various schools (or informal learning locations when no schools exist) in both

primary and secondary levels

Representativeness – Numbers desired linked to anticipated geographical coverage: Need to be as representative as possible in study colleges. At a minimum, this may include: • Rural and urban settings In addition, one can anticipate several other factors that will influence the scale possible: • Numbers feasible also based on experience with feasible duration of work in a college within a

multi-college study, and anticipated difficulties in the field [plus budget]

Sampling and geographic coverage Sampling for field data collection – This will be done through a mix of random sampling incorporating probability and stratified random sampling as well as purposive and convenience sampling. The details to be worked out in consultation with the RUB research team of each college. The participatory consultative process in developing the study is designed to help identify the gatekeepers who can facilitate contacts with all kinds of potential respondents and smooth the recruitment of participants.


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Fieldwork – some general advice For many researchers, the heart of any study is in the fieldwork. That is where all of his or her data starts to appear and hypotheses are validated or fresh ideas generated. However, in the rush to get to the field, the researcher may overlook some common problems that can be prevented with a bit of anticipation. Over-enthusiasm to jump into the study and lack of attention to these potential difficulties can result in lowering the quality of the data collected and may even defeat the purpose of the study. In this short paper we will discuss a few of these hazards and ways to minimize their potential effects.

Personnel Most research projects employ one or more people to assist with the fieldwork. Bickering, conflict and disruption of the fieldwork can occur if the whole group of researchers, research team leader, and assistants are not well prepared to act as a coordinated team. Avoiding such a problem starts with careful interviewing of candidates for the positions of assistants and, if needed, research team leader. Applicants should be mature, responsible, able to speak the vernacular language of the proposed study area, and be physically capable of carrying out any required tasks. Next, the researcher needs to recognize that people have different, personal reasons for wishing to participate in a fieldwork exercise. As such, they will come to the study with a variety of personal expectations, which the study may or may not be capable of meeting. To avoid disputes in the field about payment and amount of work, all candidates should be informed before committing themselves to the study about the conditions of work. Thus, they should know about terms of payment, accommodations, conditions of fieldwork, hours of work expected each day, and physical labour, including extensive walking. After research teams are formed and before going to the field, there should be a formal period of training for all the assistants and research team leaders (February 15–29, 2012 Paro College). The training is important for two reasons: building a cohesive, cooperative research team and imparting the specific skills necessary to carry the particular research at hand. Emphasizing collaboration during the training period can help to minimize disagreements about sharing of subsequent work in the field. Unfamiliarity by team members about the process of the research can result in sub-standard or non-uniform data collection. Important process issues for training include sampling and interviewing methods, definitions and preferred translations, measurement and sampling collection techniques, how to make any observations, and field editing of data collected. The training should include both discussion and practical experiences for all tasks that are expected of the field workers.

Community/College Many well-designed research studies have been jeopardized by lack of researcher sensitivity to the concerns of the study community/college. Several common perceptions about research projects that can occur among local authorities and community members include: Some leaders use the presence of the research team to show that they are active. In so doing, even with the best of intentions, they may misinform the residents about the purpose of the study. College community members may reject the approach of researchers who are misinterpreted and believe to be inspecting the college, lecturers and students. Of late, there has been an activation of field research in Bhutan. As a result it is becoming more and more likely that any given study will end up in a community where other research has also occurred in the recent past. In such an area the new researcher may meet with residual attitudes left over from the previous study. Sometimes these feelings include resentment, most often because the last group never

Snapshot This section is a quick look at some of the main problems and solutions for a successful field study.


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got back to the community with any feedback about their research. Other times the community may feel that the questions being asked are similar to a previous study and object to answering them all over again. Making a pre-visit to the field sites by the RUB College Research team leader before beginning the actual fieldwork starts can minimize most misunderstandings. Both during the pre-visit and at the time of the study sufficient attention needs to be given to introductions and explanations as well as time for discussion about the study. It is important to clearly identify the purpose of the study and what exactly will be done with the results. As much as possible, the researcher should also try to get background information about other on-going and/or recent research studies in the same community. After the study we believe that it is virtually mandatory that the researcher communicate back to the college leader and through them to the college community under study. The message should include a courteous appreciation for assistance given as well as a short, simplified version of the final report. These actions will benefit both the community under study and any future researchers working in the same area.

Resources The third big source of potential headaches in the field is finding that one hasn't got enough resources to do the work. Trying to minimize expenses back in Paro (place of origination), researcher may go to the field without a sufficient cushion for any contingencies. It can be very expensive in time and money to send someone back to town to get more Topic Guide forms printed up after miscounting before heading to some rural community. Lack of a first aid kit with simple medicines for stomach upsets may mean lost days of work. Planning a study during the snow and wet seasons without checking on the roads and the capability of any vehicle to be used is almost asking for disaster. Minimizing these hazards can be done by a combination approach. First, talk with local RUB representatives and ask their opinions about your plans. Secondly, research team leaders make a pre-visit and pay attention to all the potential hardships of doing research in the proposed area, including accommodations, food, roads, communications, etc. Thirdly, pre-test everything that will be done during the actual study (Paro during March 5-10). Do a sufficient number of interviews, focus groups, and observations to spot where the possible problems are. Then plan how to avoid the problems or decrease them by redesigning/adjusting the work or emphasizing the difficult parts during the on-site review training at each College.

Summary While misfortune can strike at any time, problems in the field can usually be avoided by adequate preparation. Build a cooperative team that can adapt to strain with a sense of humour. Be sure everyone has been trained in the skills needed to carry out the work properly. Carry on a meaningful dialogue with the community about the research before, during and after the fieldwork. Thoroughly pre-test all of the steps of the research, allocate resources wisely, and then... We hope you will have fun in the field.


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Strategies for data gathering, including ethics

Strategies for data gathering

Approaches to data gathering – guiding principles There are three main guiding principles to this study – participatory, capacity building and ethical. Participatory – the most knowledgeable persons about the conditions of current classroom pedagogy and GNH pedagogy are generally the lecturers/teachers, students, and staff themselves, plus the family/parents in the secondary study group. This study has developed specific tools and techniques to engage students, lecturers, administrators and staff in discussions and participatory activities to identify and review issues on classroom practices and pedagogy. Capacity building - Experiential training will be conducted with various categories of people who are recruited to help implement this study, including personnel from the study colleges (site visits) and RUB lectures as data collectors (February 15–29, 2012, Paro College). It is hoped this capacity building strategy will have a multiplier effect – i.e. that those persons who participate in undertaking the study will subsequently apply the skills gained in their respective places of work/practices. Ethical study – the research team is very aware of the potential difficulties of exploring the issues likely to arise in a study of GNH PEDAGOGY. The research team will take considerable effort to maintain confidentiality as well as creating discussion and interview environments where participants can talk freely. [see guideline on “coping with difficult situations”]. Most of the questions in the tools (see section on ‘tools’) will seek information by using “third person questions” in discussion and interview situations. [see also materials below and in the guidelines section on ethics and confidentiality]

Methods for primary data collection1 Types of methods to be used in the field include: Focus group discussions – working with groups of 6-12 persons, using a topic guide and facilitator

(RT member) with a note taker; and usually involving some form of participatory task, e.g., mapping, developing flow analysis of a problem, ranking certain conditions or issues that emerge, going on a guided walk, etc.

Key informant interviews – working with 1-3 persons, again, using a topic guide and both a RT member and note taker, often mostly discussion, sometimes including review of some documents held by the key informant, sometimes including a participatory task, such as creating a diagram or chart of a situation.

Plenary discussions – there will be large group discussions at the time of the feedback sessions on the last day of fieldwork in a given college. These will be focused by using the analysis from the RT and will include interactive, participatory exercises, be led by a RT member, and recorded by a note taker – in addition to whatever flip charts and idea cards are produced. [see tools section]

Meeting notes – notes taken during meetings at RUB colleges. Research Diaries – each research team member has been asked to keep a research diary and share

elements to better understand the challenges in change and study implementation. Observations – Observations of lecturers at RUB for primary study group and teachers and in local

schools for the secondary study group. All observations as held in classrooms by the PI or a research team members.

1 For additional handout and technical materials see PAR dropbox provided to all research team leaders

Snapshot This section describes the main techniques for data gathering and ethical procedures, including respect for college, community and school visit protocol.


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Very important notes on confidentiality2

Objectives of the GNH PEDAGOGY Study This is a national study on current classroom practices and pedagogy and the development of classroom practices and pedagogy that align more fully with the national GNH framework contracted to RUB lecturers and a principal investigator from outside the country by RUB. Primary data collection will be carried out in ten RUB colleges. It is anticipated that the results will be very useful to RUB policy makers, lecturers, staff, and students by informing them about holistic education and potential interventions that could support a schooling environment more closely aligned with the national GNH framework. Please include this background information as you brief the people you contact for mobilisation.

Confidentiality The Research Team is grateful for the time and dedication you have committed to organise and arrange for the GNH PEDAGOGY study so that data collectors will be able to meet with many different and relevant respondents in various areas of your college. One very important aspect of this study that we want to emphasize is the issue of confidentiality. In a study of this kind, confidentiality begins right from the point of mobilisation, through data collection, report writing and dissemination of results. It is very challenging and needs considerable care throughout the study to maintain a high ethical standard of good confidentiality for the protection of the respondents, whatever their age and backgrounds. The purpose of this note is to urge your caution about this aspect while you mobilise or communicate to the people that will be involved in the GNH PEDAGOGY study. We sincerely request that everyone participating in this study be responsibly confidential, such that any information provided by respondents should be kept anonymous. Nobody’s name should be revealed or implicated in findings of the study if they do not want to as expressed by the respondent or group of respondents. Data collectors and research team leaders will carefully explain about confidentiality to respondents, and obtain their consent before proceeding with any study related questions. When the analysis and report are prepared, sources will not be revealed or recognisably quoted if there is any potential for harm. In this way, there will be no possibility for any reader/user of the results to identify any of the respondents as individuals. The sample size within a college will help in allowing aggregation of information such that it will not be possible for readers to identify specific information sources. In support of this arrangement, the RT asserts very strongly that the names of specific respondents are neither to be publicised nor shared with any other parties, regardless of their status or circumstances. Any pressure to reveal sources should be directed to the research team leader.

Coping with expectations It will be very important to inform potential respondents that there will be no monetary rewards for participating in the study. As you are already aware from the consultative meeting, this is an important study, and moving into topics and issues where better information is badly needed. As such, the only reward for participants is knowing that they are contributing to this significant effort. Ethics – reminder sheet for all team members

General permission • See protocol plan • Courtesy call to RUB college leader and school directors by RTL 2 For all study team members


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Personal permission • Build rapport - Greetings before anything and politeness. • Introductions – Self-introductions of data collector(s), including both note taker and PI/RT

members, local people – if they want to introduce themselves and DO NOT immediately write the name down, especially if this is likely to be a confidential interview. DO NOT ask for all personal names in focus groups, tell people they can use whatever name they want, whether true or not.

• Objectives of the study – describe in the vernacular, and be sure they are clearly understood. • Benefits - Clearly state that there will be no monetary gains or specific projects coming because

of the study. The only benefits are contribution to the needed information for policy makers, organisations, agencies, donors and interested individuals and groups who may be involved in education and GNH.

• Risks – there are no direct risks from the study – no procedures will be done, and all information received is confidential. The interview or discussion will take a little bit of their time, but not long (key informant interviews are usually about 45 minutes; focus groups are usually about 60-90 minutes)

• Confidentiality – all information that comes from anyone in the study will not be identified with that individual person in any communications with persons outside of the study or in any reports. Very confidential information will not be shared with anyone except the direct research team leader, the data collector or the college RTL – who is part of the study. Give constant re-assurance of confidentiality. See also the confidentiality sheet.

• Right to not respond or to end the session – let all respondents/participants know that they have the right to ask questions at any time, the right to think about their answers, and the right to refuse to answer for any question. They also have the right to end/leave the interview/discussion at any time without prejudice or harm to come to them.

• Verbal consent - Seek consent of respondents whether they are willing to take part in the discussion/interview with you.

• Acceptability of setting - Seek agreement about the venue and ensure safety for discussion/interview

• In difficult situations, consult your guidelines on “handling difficult and sensitive situations”

Gross National Happiness Participatory Action Research Study Baseline Report 2012

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