Now that the ROYAL KASHO weigh heavily upon us; those of us connected to educating children have so much to reflect for oneself. Our competency as a leader and a professional needs to be questioned sometimes. We must begin to open up to accept that we are not doing enough. It is time now, to give ourselves to the service of nation beyond and before the hours and bell, even without payments or pats!
The words of His Majesty the King is crystal, that we cannot be sufficed with comparable achievements, we must accomplish beyond other examples. It’s time to ask, first and foremost, how I can make difference to the vision of our King.
If I remain defensive and unwilling to accept shortcomings, if I fail to recognize my weakness, in fact, if I don’t see my potential to change and impact those l serve, how can I expect other measures to help enhance quality education. Our roadmap is laid out well in the Education Blueprint and other policy guidelines, and teacher education and trainings has been provided for professional growth.
If education must transform, it must begin from each of us serving the education system.
Quality of education have been questioned for a long time and we defended and denied, attesting blame to the system and policies. We did not see ourselves, as educators and leaders, as the machinery responsible to transform by the quality of our professional and personality strengths.
Often, we have relied much on experiences to guide and teach, and thought we know enough to serve to the best of our experiences. But, do we realise that the future of our nation is the youths we educate, and therefore, how we serve by experiences are not enough to raise a ‘globally competent’ citizen?
Educators are directly responsible to inspiring, encouraging and impacting quality of education, Among all, teachers and principals’ leadership quality by professional services and morality are very important. The Royal Government of Bhutan has recognized that teachers deserve greater remuneration to honour their defining services in fulfilling educational visions. The quality of graduate begins from the very beginning of education, from ECCD and Early Learning centers, and from our homes. Teachers cannot be mediocre in his services. Teachers must out-perform curriculum and display exemplary behavioural and language skills. Teachers can’t ask students to read books without themselves reading. Teachers must no more guide meditations without themselves practicing regularly, teachers can assess students speaking and writing skills, without themselves proving orator with a avid writing skills. Remember, “You cannot give what you don’t have.”
How teachers perform is dependent upon Principal’s leadership excellence and principal’s performance to leadership and support of education officers, and such so. We believe we are ‘doing our best’ but we may be missing key components in our professional skills to utilize our hidden potential.
When studying the Royal Kasho, I see a beacon that redirects our purpose and effort, beacon that challenges our limits, and a beacon of Royal trust that each of us must re-engage our wisdom and experiences and dis-engage from ways that have no reliable use.
I have to grow a lot. I have to become open and receptive to criticism, I have to adapt and change, I have to grow. It’s time we function without fear for what is right, we speak without favour for what needs to be redeemed.
When the King calls for the future of our nation we may fail to see in the hindsight of our belief that we are the best, perhaps it’s time to humble ourselves to reflection, acceptance and a new task before us. If you and I cannot change first, rest of the machineries will fail to bring the “finest achievements and legacy” our future must be gifted with
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