TO ROUSE THE LIMITS OF CHANGE- A CLOSING SPEECH AT 'RIGSS' FOR SLDP-4

30th August 2021

Delivered by: Principal Dechentsemo Central School, Punakha

Dashos, RIGSS faculty, senior principals and mates,

It is my assumption which will be painful to hear, but I have begun to believe that the long cry on declining quality of education and the denial by education fraternity for a long time has been wrong. It has also been wrong perhaps, to defend we were doing enough in our schools when today we realise how much we could have done and how far behind we are even in our leadership and knowledge. Experiences have rather limited us from leading the way children need to be learn by.

It is embarrassing to me at least, that His Majesty the King has to pronounce for education reform. I take it as a caution upon myself, that it is a decree for me to transform myself first before reform can take place in the school. It is even more embarrassing that His Majesty the King has reminded several times, the need to have ‘Just and harmonious’ society, yet we believed we were doing well. It was in fact a higher call for change in how we serve the nation we promised to serve when we began our career.

We may be expressing our opinions like we are experts at leadership, but we may have been principals to whose office teacher do not feel like home to enter. We may have been a teacher, deluded to believe that we are the best, when the best service has not contributed to fulfil the vision of our schools!

Further, how many times His Majesty has displayed moments of transcendental examples and sacrifices to awaken our consciousness, but we remained unchanged, refusing to be inspired to perform. If our beloved king walking the plains and hills, the valleys and towns in summer heat and monsoon rain, do not shatter our arrogance, what will make us study and work better than what we do? If our king serving his lunch under a shed in the southern forest and scaling mountain trail, trekking peaks and navigating leech infested jungles, does not rouse us from idleness, what will make us guilty enough to rise and serve better? How many sublime quotes of our kings will we frame on walls and quote in our speeches but never change in what we are and how we do for the nation we serve?

After two weeks of extensive engagement at RIGSS, I still feel very far behind the vision of my king. I think I must make greater difference in the lives of those I touch in the school by reforming myself first; in behaviour and personality, in knowledge and skill, in leadership and humanity. Are you going to change, really? If neither Arun Kapur’s talk on purpose of education nor Dasho Chewang’s words on professionalism effect change our leadership, if neither Dasho Karma Galey’s evidences nor Dasho Tashi Wangyel’s statistics make us guilty, if neither Angela Chueng’s inspiration nor Dasho Karma Tshiteem’s roadmap become our skill, if neither Ujjwal’s nor Joels session ignite passion to change way each of us lead and bring significant performance outcome in three to five years, we have not only wasted national resources and hard work RIGSS put in but also failed the trust His Majesty and the nation places on us. After today, there cannot be a new beginning for our schools if what is learnt does not propel us to study and practice. What more do we need better than to begin from ourselves first?

In fact, that His Majesty the King has to envision the significance of providing RIGSS training platform to school leaders to learn and transform is the key to nation’s sovereignty and harmony. This platform at RIGSS is a privilege many civil servants aspire to be alumnus of, and we, the principals, have been honoured this as part of reform initiative without any selection processes.

Do we only boast of our ages and experience and talk of limitations? This SLDP opportunity makes us obliged to reflect and revisit our strengths and services towards enhancing quality leadership and performance. It is not enough, and never too late, to redesign our leadership, direct our direction and emulate virtues of a SMART Bhutanese to educate children to become capable leaders. I have no doubt; our nation will fail if each of us does not grow. It will have to begin by a book we read, reflection we make, a speech we give, an activity we plan, and from attitude we begin to change.

We have come a long way in education history, and it is imperative we must question how well we have progressed to live the 21^st century with pride. History tells us that modern education began in 1913 with the first school begun at Gongzim Ugyen Dorji School in Haa and another in Bumthang in 1914. It is today 108 years since the inception of modern education. We have come from 46 students to 16,800 students today. We pay tribute to the peerless leadership of our hereditary Kings for their wisdom and foresignt to have given priority with free educayion for sao many years.

The future of the nation, of 1,16,800 students, is in the hands of over 500 principals. Today, with the Royal Kasho as a beacon of hope and direction, the history of education system embarks upon a major reform, and each of us are critical asset in this venture. The national policies and governing norms will have little to serve the purpose if school leaders fail to function vibrantly with ethos parallel to visions enshrined within the Royal Kasho. And this begins from asking ourselves, who we are, what we are and why we are here today.

The two weeks of experiences at RIGSS have been a realisation that struck us with sense of guilt and apprehension; guilt upon realising that there are better and greater ways of leading and apprehension upon realising the weight of challenges and responsibilities we have from every small things we do, from a every word we speak, each thought we consider and each dream we create. From the moment we walked into the PDC Center on 15^th August 2021, when we met Madam Sigay Dem and her team, we began to learn lessons of leadership, from the heart warming smile to graceful welcome, from the flawless readiness to fluid services, from consistency of energy to coherence among the 7 member team.

When Director RIGSS, Dasho Chewang Rinzin took us through more than two hours of Induction and Introduction session, we learnt how we can change ourselves, our mindset and behaviour as a leader. We are told that from the bed we make to the coffee cup we drop into the bowl, we learn leadership. I have seen RIGSS management as an exemplary spectacle since 2014 when I was at Phuentsholing, and Dasho Chewang Rinzin had always been an inspiration I discreetly learnt from.

It has been an incredible journey at Tsirang. The programme sessions tested and teased our learning, deepened and widened our horizon, brought painful realisation and poignant awakening. When session stretched into the night, it challenged the limits of our tolerance and possibilities of learning there is beyond the conventional hours. I heard from my friends that, not even during their 2 years’ university studies did they learn something like the sessions here.

In our decades of career life, we have touched thousands of children, and this time we hope to touch them differently. On this note, on everybody’s behalf, I offer our humble gratitude to His Majesty the King- Kadrinchoe Miwang Chog, to the Ministry of Education fraternity, to Director and the warrior women at RIGSS management, the luminaries who enlightened us from abroad and within, and to Honourable Chief Guest Dasho Karma Tshiteem.

And I wish to thank our cooks and everyone behind the blankets who made our residential stay like second home. Finally, I thank you dear colleagues for your support in my captain’s role here. I hope I have given you reason to practice leadership virtues through my small flaws.

Henry Wadsworth, an American poet and educator once said,

 "The heights by great men reached and kept, were not attained by sudden flight; but they, while their companions slept, were toiling upward in the night."

Today, as we complete the training, each of us promise to work and serve better than ever before.                                                                                                                                                         

Thank you.

 

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RIGSS Day 4&5: SKILL THAT POWERS LANGUAGE & LEADERSHIP

We think we know and we are good enough. After two days of training on Communication Skills facilitated by Angela Cheung, I realized that we can become even more leader-like in our spoken or written language. It hit me hard with inadequacy and the urge to practice skills learnt to correct limitation in my communication.

Angela Cheung is Managing Director at APV, a video production agency based in Hong Kong. She’s an executive leader, trainer, writer, director and producer. I have never known another prolific persona who inspired me so much in two days. Here are my reflections, and it do not encompass every this I learnt.

Paul J Meyer once said, “Communication-the human connection-is the key to personal and career success.” And he has never been wrong. Like successful politician can have a better edge to win, the competency of diplomats and professionals leverage people with their eloquence at communication skills to understand message strongly and differently. For teachers, communication skill is the primary tool which impact how children learn and speak well.

As principal, a leading intellectual, and a teacher, in an organisation where children look up to as role model for learning, it is important that we are eloquent in our speaking skills. In fact, we must be fluent and flawless to deliver in both Dzongkha and English. How we can influence in how people understand the perspective we project is in how we deliver with some oratory magnanimity. To be able to speak well, we have to have rich repertoire of knowledge and embody the message delivered. The power of message is not merely in the tone and pitch but in the eloquence and sincerity. George Bernard Shaw cautioned that, often, “The single biggest problem in communication is the illusion that it has taken place.”

Angela Cheung, a Singaporean presenter at RIGSS session for SLDP said, “You weren’t born how to drive; communication skill is just like any other skill. You can grow with practice.” This inspiration is not the first time we have had. The Education Ministry, under the stewardship of the then Lyonpo Norbu Wangchuk initiated a nationwide training to enhance teachers communication skill, expending mammoth resources. How far have we begun to read as many variety of books and as many number since the training we received in 2017 on ‘English for Communication?’ Very few!

Public speaking is a challenge for many of us, whether we speak in Dzongkha or English, in fact, we may be unable to deliver an official note without hiccups. I have often noted that we are unable to consolidate and sequence thoughts with professional expertise. While pronunciation may be some problem, our speech is disrupted by ‘aumm..., and-daaa....and-daaa..., that-taaa..., but-taaaaa..., have-vaa..., with-taa very often between every few sentence and breaths. These disruptions hinder how the message is heard with profundity and clarity, and it is very uncomfortable for listener to rejoice the message. In many cases we begin our talk by ‘Aahhh! Aah!’ unable to gain confidence and sense of readiness. The breakage of speech by so many disruptions and pauses with ‘aaah and and-daa..’ may signify, sadly, lack of confidence and knowledge for the listener. Perhaps for Bhutanese, ‘Las’ and ‘a cough’ could be a better choice than the erratic and unsure start. In a formal setting, we start by ‘Dari-Today!’ which brings focus to what we are about to communicate.

This does not mean that it is unacceptable to have disruptions, but it must not be too much to dilute the message we convey. There is also no need to change our accent to appear eloquent. Angela Cheung encourages us, “ to be yourself, the very best of version of yourself. There is enough American or Australian; be the Bhutanese in your accent.” This is important for retaining the Bhutanese identity. I don’t think Mahatma Gandhi spoke like British although he was educated in England and taught by British!

Brian Tracy, a Canadian-American said, “Communication is a skill that you can learn. It’s like riding a bicycle or typing. If you’re willing to work at it, you can rapidly improve the quality of every part of your life.”

Dr, Guru Raj Karakaji, during the Bhutanese delegate of principal’s visit to India, said at the conference, “We are like an over head tank. If over head tank is empty or even half, the pressure of water flow from the faucet will be less, even trickle. If it is full, the flow will be powerful, consistent and reliable. For school leaders and teachers, we have no limit to what we must know about the world apart from our professional areas. Reading is the tool that not only deepens knowledge but also sharpens our self-awareness and clarity of the world view.

When I do mistake in grammar or fail to give correct information while answering queries, my son comments, “Daddy you a principal how can’t you not know? If even principal don’t know, how will I?” I realise that not only being a good father is important, good message is also important. Therefore, it is important that we raise our profile by how we communicate in public. In a 2014 research by Fabio Paglieri et la, it is found that people trust the messenger first, and then the message. This means our personality, credibility and character as a leader is as essential as a good message to motivate teachers, students and parents.

“We are old now. What difference does it make even if we read? I don’t find time to read, how do you?” I have often listened to this remark from friends and colleagues. When it comes from a teacher, I am seriously concerned. We talk of mindset, we talk of ‘You can’t give, what you don’t have,’ from His Majesty’s quote, we talk of principal’s leadership have impact on students’ learning, and yet there is reluctance to change habits. I think there is no niche to be complacent when every day we impact students. If Professional developments we have participated in the past have not changed us and if RIGSS training do not bolster us to read, learn, reflect, and bring action into workplaces, we have wasted our time and national treasury.

Amidst our leadership role to lead and guide, manage and administer hundreds and thousands of students, and teacher too, it is difficult to manage time for personal growth and reflection. However, I try to reflect through some reading and writing, and often learn from others during official gathering to propel my knowledge to be a better leader everyday. Although reading is my lifelong passion, writing my skill and speaking a self-trained talent, I found myself far behind the standard Angela Cheung took us through her sessions. There are many skills I must practice, and I shall. If I cannot grow in my literary skill, how can I expect my teacher and students to learn through my leadership.

In a funny humour, Lop. Kama Tenzin, my friend, Chukha Principal, wittily said, “ Do you know why dinosaurs did not survive the impact of the meteor thousands years ago?”

I replied, wondering why, “ I am not sure?”

He said, with a squeaky smile, “ Because, they did not read!”

We cannot become dinosaurs. We are school leaders.

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REFLECTIVE WRITING: ‘WHAT I MEAN TO MY SCHOOL’

This is part of learning activity given by RIGSS for school leaders of SLDP to reflect on various topic. The reflection for us brings deeper thinking into what a leader should be for a school to be a boat to cross to the shore of GNH. I delved into my philosophy as a leader by connecting to the courses I listened to to streamline my beliefs for serving more meaningfully. 

A covert operation success of a regiment is remembered by the commander who led the team, a victory of a historical war is a story of a king who marched his army, the state of peace and harmony of a nation is defined by the quality of its leader and it must there for be infallible that an accomplishment of a school is the artwork of its principal at the helm of affairs.

One of the most recent researches by Bartanen(2020) shows that school leadership has significant effect on students performance in reading and mathematics, and similarly a study by Dhuey & Smith (2018) at North Carolina Department of Public Instruction on 1,954 school revealed difference on the impact of student learning which had direct correlation to leadership performance.

We also believe that wellbeing of teachers and students, the vibrancy of school culture and performance of students in school depends on principal’s leadership management. The anecdote which says, ‘teachers do not leave the school but the leader,’ describes the quality of the school leader that compels teacher to leave school on transfer due to stressful work atmosphere. On the contrary, a school managed by a principal who is warm and versatile, shrewd and farsighted, learned and inspiring, connected and caring, will contribute towards imbibing virtues by example and educating children to learn with joy and enthusiasm. The performance of teachers, where principal is a competent leader, is enterprising and versatile at their responsibility. For instance, how the aesthetic ambiene of place manifest into a beautiful and calm space depends on the leader who was able to dream, love and perform during his tenure. This is exemplified by the composite beauty of Damphu town, from its endless variety of floral richness around town, the ‘Rigsum Pedmai Dumra ‘park that is intensely artistic, a tranquil lake, an imposing architecture of a chorten, an outdoor theater that reminds of a Roman colosseum, a soccer turf and so many more. If it is not because of the leader who was visionary and versatile, it cannot be possible for one place to become an artwork of Vincent Van Gogh of the 19^th Century. This is the reason why history and art, science and literature, stories and experiences illustrate that leadership matters.

When I was interviewed for principal’s selection, I was asked how I would solve the problem of accommodation in boarding schools. I responded that it depends on how as a principal we view the situation. I said I would view it as a challenge rather than a problem or an obstacle, and that how we see the situation matter in how we adapt, reconcile and find solutions. Since that moment in 2017, I have looked at school as a place of immense opportunity to display by managerial skill, to work with compassion and forbearance, to flourish creativity and cultural liveliness, to drive for excellence and adventure of learning. School is a padlock to which I am the key to its accomplishments, and a guardian, a fatherly stature.

I believe that I am the singular hope for my teacher to remain elevated, inspired and belonged to, and that what I speak becomes their thought and what I do their behavior. As a principal and a family man, my work dictum is driven by this sentence- Small things matter, and what matters is not small for any individual. This philosophy facilitate how I perform my duties as a principal and a family man, and therefore I believe that every small things matter when standing as a teacher and a principal. Teacher’s behavior and speech, even if it is insignificant in our own thought, inevitably impacts how and what children learn in academic endeavours and behavioural change. In fact, every small activity in classroom and campus, in sport and special events, in discipline and dance, have indelible impression on the psyche and character of a child.

If I want them to read, so must I, if I want them to meditate, so must I, if I want them to become orators, so must I display, if I want them to be kind, so must I be compassionate, if I want them not to smoke and drink, so must I refrain, if I want them to be friendly, so must I socialize, and I am Dechentsemo when I am there. Therefore, what I am and what I do matters for my school, and I am the spirit that keeps my teachers and students spirited.

 Namgyal Tshering

Principal, Dechentsemo CS

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RIGSS Day 3: A LEADERSHIP PROFESSIONALISM – What and How of why leaders must transform first.

 This is a reflective journal, and not so much of a transcription of the session. Whatever quotations are marked, are those which are conversational presentation acknowledged to provide meaningful connection to the session taken through by Dasho Chewang Rinzin on 18^th August morning session. I assume that this blog will be able to provide me prompt to guide in my leadership services.

“Transformation is not reserved for any age group; anyone transform any time. Some can transform dramatically even by few words of inspiration.” Dasho Chewang Rinzin, Director RIGSS, said. This is one reason with which school leaders are offered two weeks of training at RIGSS on Leadership Development programme. The vision from the Golden Throne is clear, that if education reform has to be begun, it must be by transforming, inspiring, providing new direction to school leaders first. Where can be the best place, where can we get deeply motivated, where can we learn the optimum, if not at Royal Institute of Governance and Strategic Studies? This is not just a learning journey, but also a Royal Gift, a trust, a hope, that each of us will make differences hereon.

This aspiration must begin from how we understand, engage and align school vision to the larger vision of the country. School vision must be ‘palatable for others’ and everyone ‘should be able to comprehend it.’ It is important that we give importance to small parts to remain on the footpath of our vision. A grand vision inscribed on the wall is not enough; what we do everyday must be to live by that vision. Dasho said that, “Visions are always a work in progress. It is important to see the larger vision from where you are. Do not see your job as what you are doing; connect to the larger vision.” This means, every small things we do are parts that contribute towards our goals of gross National Happiness. The visions are measures by which we practice professionalism as a professional. What can be a professional?

According to Duane Windsor, Professor of Management, RICE University, USA, Professionalism is “Adherence to a code of conduct appropriate to a profession and defining virtuous behavior of a professional in terms of what to do and what not to do.” Because exuding characteristics of professionalism is living not only by virtues and morality but also fulfilling the responsibilities in accordance to the ethical conduct and statutes within the organisation, it demands, courage, focus and unwavering loyalty. Often ‘bureaucracy is a hindrance to progress’ but we cannot excuse the limitations. Like Arun Kapur said, “there are many things we can do that do not need consent, appraisal or resources.” There are ways to negotiate, way to place service before excuses for a professional, and school leaders as one of the most critical leader in education system cannot compromise on professionalism.

Dasho Chewang Rinzin introduced seven ways to building professionalism that are significant to school leaders. With Royal Kasho weighing to reform education, it is only relevant that school leader transform in their leadership behaviour, services and practices. Our students should emulate virtues of our principals, and principals should be able to imbibe virtues into the students. It is important that we “ tell our children to work hard to serve our king, country and people. Children must be able to envision the greater vision.” Dasho remarked, reminding us that this age old expectation must be taught this way.

“Each child has a possibility to attain the clearer and bluer sky, and this is possible by guiding them right.” The attainment of blue sky represents the overcoming of clouds, the clouds of confusion, illusion and derangement from becoming educated well due to lack of pilots. These pilots are school leaders, the teachers in the schools.

I assume that the 11,000 teachers in schools would make a greater impact in fulfilling the national aspirations, than rest of the 20,000 civil servants would for the future. There is no room for any failure. The brunt of our leadership inaptitude to display excellence in knowledge and skill, service and sacrifices undoubtedly will have a long term shortcomings on the performance of our future leaders. We cannot blame education quality on any one, but to the school leaders.

1. Specialised knowledge:

While we may contend that every teacher can be a school leader and learn by experience, relevant and high standard of qualification and rigorous and regular training is fundamental to performance of a leader. A leader must grow, must remain update and relevant to the needs of the growing challenges of the century.  A Singaporean research paper reveals that we must ‘devote 80% of our reading time to read subject related to our profession.’ But do we read? Some principal perhaps never read and all he knows is all he has learnt in years. “It is not only about degrees, it is about how much you know about your trade.” Dasho highlighted the importance of the demand nation places upon us as school leaders.

2. Competency-Knowledge & Skill)

This is referred to requirement of ‘knowledge and ability to get the job done, and ability to find solution to problems.” A leader must be able to manage information and expectations of those we serve and to the purpose we serve. Managing information and fulfilling expectation require a balance of knowledge and work skill, and neither of these are grow by experience. When we are competent at our task, we gain confidence; we become reliable and trust worthy to shoulder greater responsibilities. Our competency is the measure of our difference in how we perform. When we don’t have competency in knowledge and skill, we ‘get creative at making excuses,’ often blaming others and situations. We know we have difficulty putting thoughts into right speech and words, and we are told through many training how we must improve, but do we? Even leaders fail to make efforts at relearning to become better.

3. Conscientiousness- A sense of loyalty and commitment

A leader displays heightened ‘sense of duty and responsibility,’ with clarity of direction and purpose at everything we do. The standard of performance is set very high. We cannot compromise on quality of our thoughts and character. As principal, an example of knowledge and skill to manage and guide teachers and students, our spoken language should be fluent and flawless, both in Dzongkha and English. “ His Majesty the King cautioned that “ We cannot give what we don’t have.” Our writings must prove the quality of leaders we are, our services and versatility in administrative services, in prosocial interactions must be nothing less than an inspiration. Dasho adds that leaders must be “industrious and organised, and must be able to plan and prioritise” in our professional duties.

4. Striving for Excellence

“ As a country, we must continue to focus on the pursuit of higher standards. Whatever we do, we have to strive for excellence. I always say, good is not good enough. It is simple but an effective.” A quote from the 11^th Convocation of RUB, addressed by His majesty the King on 7^th June 2017.
Can there be any lesser reason why each of us as school teacher, more so as principal, should not drive towards excellence in whatever we do? Dasho Chewang Rinzin suggests that, we must keep on reminding our teachers and teacher remind students constantly on the pursuit for excellence for whatever we do. “We must talk during geography class, we must talk during mathematics class, at playgrounds and prayerhalls...” Dasho encourages that excellence must be encouraged in all areas of study and play. There must be no room for ignorance and somewhat okey. One western song lyrics writes that, ‘anything less than the best is felony.’ Who becomes a felony if students fail to perform?

5. Honesty and Integrity

One of the virtues a leader must embody is honesty and trust worthiness. These are virtues that are imbibed by others through our actions. We cannot compromise on values; we must be ready to learn what we don’t know and build trust by keeping promise. We must know that there is no need for anyone to watch over us to perform things right. Dasho says, “ There is always someone watching you, and that is you. You know better than anyone what is right or wrong. Leaders must not only look from the balcony but also from the dance floor.”  Dasho’s examples of integrity is similar to poem by English Poet Rudyand Kipling, that says ‘if we can walk with kings and not lose the common touch..’ which relates how we must remain connected to our teachers and support staff, and even accessible to students.  “He must understand what a view is like from a maruti car window, not only from a Prado car.” This was a humble example Dasho proposes to us.

5. Accountability

It is about ‘taking charge, making decisions and being able to risk’ for greater benefit without fear or favour. A leader must be able to own the outcomes of his actions, even of those below him. We should be answerable to call of the hour. We must be able to make decisions and also explain with humility and sincerity the circumstance surrounding the actions.

6. Self-regulations

This quality relates to the idea of ‘Leadership of the Self,’ as in being able to manage our emotions, maintaining our calmness against any adversities. A true leader does not lose hope and courage, rather he is able to perform use pressure. What differentiates a leader from other is the marriage of virtue of resilience and wisdom that displays humility and empathy when challenges are unforgiving. Leadership is not a title of pride and source of but responsibility to services.

7. Appropriateness-Looking the part

Dasho explained with a beautiful, yet relevant example of actor Gyem Dorji acting different roles. Gyem Dorji is able to embody and emulate any roles he takes like he is that person at that moment. That is appropriateness, and that is what makes him appropriate to the role he takes. Similarly, as a leader our appropriateness can be from our physical “presentation, exuding air of confidence and appearing respectable.” We must be the example we want to see in others. The appropriateness of knowledge, skill, experience and presentation is the totality of characteristics that will build ‘moral authority’ which creates an aura of a good leader.

Dasho shares a example of a pilot in a question; “Would you feel safe to fly a plane if pilots walk to the airplane with a rockstar dress, coloured hair, unkempt, torn jeans and high boots, and perhaps with a cigarette in his finger?” The humour tells us how important it is to exude respectability, authority and self-esteem.

 
 
 
 
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RIGSS Day 2: WHAT IT MEANS TO BE BHUTANESE- A reflection from a talk session by Dasho Karma Ura on ‘Enlightened Citizenship.’

 

Prologue

While it is important to know where we come from, who we are, where we belong, and what crux we are in the matrix of our history, it is impossible to render justice through this reflection in its entirety. I have abridged the far-reaching depth and vastness of Dasho’s session in few words as a memoir of a rare discourse on ‘Enlightened Citizenship.’ This session is an awakening key for us to realise that we have lots to learn, and learn we must as leaders and teacher. My encapsulation of Dasho’s wisdom will provide inspiration and direction for my future reading, so will it yours.

The Summary

Principal are important leader of a pack, leading large number of population compared to leaders in other organisations. In many schools there are more than thousand students. “You could be called a ‘Tong Poen’ for that.” Dasho Karma Ura said humourously. In the humour is wisdom indicating how important it is for school leaders to know the ancestry of our Kings.  

“To define our identity, we must relate to our historical originations.” With this Dasho delved into history through spring source and tributaries of our Kings and people. It was a thrilling journey, a journey of pride and esteem. We were introduced to Chokhor Depa dynasty of the 12^th century as referred in the writings of Terton Guru Chowang, who was one of the foremost Tertons of our history. We learnt about Lam Thripa who was also a ruler as written in works of 15^th Century saint Terton Pema Lingpa. I realised that history is what represent us, and it is important that school leader read history, and that our history teachers narrate history with relevance and resourcefulness.

We were also introduced to four categories of kings. These were processes to understand the arising and functions by which kings reign a country. The first is ‘Lung gi Zin pai Gyalpo,’ a kingship is legitimised through prophesies and theoritical knowledge. The beginning of Wangchuk dynasty was prophesised, for instance, by Guru Rinpoche, and also in the writings of Zhabdrung Ngawang Namgyel. This defined the sanctity and sacred institution of our beloved monarchs.

The second is ‘Soel lu Toen pai Gyalpo,’ a kingship is legitimised by tradition, by way of his services for the welfare of people. There is no written laws to this, but arises within the traditional system of the place. The king is the protector of the tradition he evolved from. I was relate this to the beginning of Monarchy in Bhutan as a result of call from people for a supreme ruler to secure peace and happiness. The consolidation of power strongholds in many parts of Bhutan is a traditional practice to create a family under one ruler, a king.

The third is ‘Yun Khor Sung wai Gyalpo,’ a kingship that wields power to protect from internal and external forces, and promise safety, security and sovereignty of his citizen. I am reminded of the epic of Ling Gesar Gyalpo, whose story is about subduing negative forces to bring peace and tranquillity to the Ling. This relate to our beloved King the Great Fourth, who subdued the infiltrators in the South with his leadership and wisdom. Similarly, our beloved King, His majesty Jigmi Khesar Namgyel Wangchuck is an epitome of a protector. His majesty the King has been at the frontline since the beginning of pandemic. His majesty has walked the plains, clambered the hills, trekked the mountains, reached out to the people, giving wisdom and direction. Indeed His Majesty is a bodhisattava, and a king of kings.

The last is the ‘Yar gey Gongphel gi Gyalpo,’ a king whose service is to bring socio-economic wellbeing, by enhancing people’s comfort and luxury. This is king focuses on developmental growth, on the future of the country and people. Our kings have, each of our beloved monarch’s have given were visionaries, brining change and progress for the wellbeing of our people. I conclude that all our kings are kings of prophecy, kings by tradition, a king who protects his people and king who ushers change and progress. They are bodhisattvas who have been our source of hope and happiness.

To have deeper understanding of being Bhutanese, we must be spiritually and intimately connected to the place we belong. Dasho suggested that we must have “ an aesthetic, beautiful and poetic imagery of a place, and a poetic invocation of the nation. This begins from home, from our home, where we are spiritually attached to. This attachment is associated with the local deity, the protector of the place. Dasho said that, the beauty of a place is described often in the invocation prayers of the protecting deity of that place. This can be referred to, for instance, ‘Phodrang’ of Ama Jomo for people of Merak. Jomo Kungkhar is the central place of attachment, a place of identification which generates a sense of belonging. The place is often marked on a ridge, a hill, lake, part of forest; river or rock etc. This is the ‘place of nurturing attachment.’

This is how every Bhutanese must have a spiritual connection to our homes, to the Dzongkhag and nation as a territory. ‘Gyal Kham’, dasho said , connotes to ‘territory’ in English. We belong to a territory marked by our ancestors. The cardinal points of our territory as a nation is known to have been defined since 14^th century as recorded in the teaching of Dupthob Thangtong Gyalpo. It is important that principal read and learn history to understand the importance of being Bhutanese.

Dasho suggested that we must remain connected to our home, our village. It is important that local tradition and practices must be protected and preserved to deepen our identity. We must ‘eat local foods, wear local woven attire, and contribute to local economy’ to maintain support for sustenance and tradition. We must ‘have the appreciation and desire to be reborn in Bhutan.’

On question to understand GNH philosophy in simple terms, Dasho said it can be summarized as a ‘ socio-economic programme to realise happiness and well being of Bhutanese.’ It is a common desire for happiness, desire to be free from fear, stress, challenges, insecurity, illness and pain. Through the ideologies of GNH, we are able to assess and support for improvement on our wellbeing.

Dasho also explained the concept of Tha Dam Tshig and Ley Ju Dre from a different angle, based on Buddhist principles. In this process, at the mental level, it is ‘freeing mind from discursive thoughts that vistimises us.’ Dasho’s session brought to light the reason why we must be proud Bhutanese by delving deep into Bhutanese culture, family structure, morality principles and responsibilities. As a citizen of Bhutan we must remain deeply enlightened on basis of what makes us Bhutanese. Dasho draws not only upon historical narratives but also Buddhist philosophies.

I realise that, there is so much to learn in the subject, and that this is also a call for all school leader to read further into the literature that brings being Bhutanese into the light.

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RIGSS DAY 1: MAKING LEADERSHIP ROLE COHERENT TO ‘PURPOSE OF EDUCATION’

 

A reflection on in-person Talk Session by Mr. Arun Kapur, Director, Royal Academy, Thimphu.

“I have a number of priorities. Number one on my list is education. Education is empowering. It is a social equalizer and it facilitates self-discovery which leads to realizing one’s full potential. I believe in education.”- HM the King (04 Oct, 2014)

If a student jumps into the river, there are questions we must ask as teachers. At which point of time and place have this child been adequately educated. How could we have changed the circumstance by what we teach, how we care for and values we imbibe in the school? While there may be social and family issues the child was grappling with, confused and disillusioned, schools are the only penitentiary where wounds are healed! Are our education system and leadership resonate to the our basic needs. Mr. Arun Kapur suggested that our school must ‘provide an enabling environment for learning than to teach and school a child.’

On the first day of training programme, Mr. Arun Kapur, guides the 27 SLDP participants through a session on ‘The Purpose of Education.’ Mr. Arun Kapur is a legendary educationist from Vasant Valley, India, and also the Director of Royal Academy of Bhutan. He is the recipient of Druk Thuksey Award for his contributions to education in Bhutan. The ‘Pangbesa School’ as many educationist talk about is a school that drives on the policies of public school in an unconventional model of learning curated through ‘five five domains of development.’ This unconventional yet inspiring shift in education has been recognised as top 100 most inspiring global education innovations.

“The purpose of education is to educate, which means to draw, to bring out the talents and potentials of learners. It is to actualise the optimum potential, the knowledge and skills of a child.” Mr. Arun Kapur introduced. His Majesty the King’s vision is to create a ‘Just and Harmonious’ society, and our effort must be to ensure that our visions, aspiration and service aligns towards it. I began to feel guilty when Mr. Arun Kapur said ‘how we impact students by who we are, what we are and what we become. ’ In fact, every teacher impact every child more indelibly by who they are when they go to a classroom, than by what they teach from a text book.

One principal impact 20 teachers and each teacher impact 300 students, and these students impact their siblings and parents, and the community. As an example Mr. Arun Kapur said, 27 principals over 50,000 people from teachers, students, and those at their homes. “You cannot educate a child in isolation to their community.” He said. The vibration a principal exudes can impact a nation. We are accountable to teacher; teachers and a principal are accountable to what a child becomes. More than anyone in the machinery of education ministry, the most important celebrity who influences the morality, behaviour, virtues, perspective and attitude of a child is the principal. An education reform must begin not merely in policies but in the leadership of the educational institutions.

On the cusp of education reform drawn from Royal Kasho of His Majesty the King decreed during the 113^th National Day on 17^th December 2020, schools have become the focus of reflection, growth and transformation for the wellbeing of future Bhutan. The school leaders, therefore, are the climax from where change must begin. A culture and life of a school emanates the quality of its principal, and success of school is defined by success of its teachers and students. The answer to raising quality of future graduates lies heavily on the performance, personality and percipience of its primary leadership, the leaders in the schools and institutions. In the golden words of His Majesty the King, “It’s easy to begin any work and even easier if we want to achieve mediocrity. However, if we want to see steady progress and constant improvement, we have to be prepared to shoulder greater responsibility.”As educationists, there is no space for complacency, no space for mediocrity, no space for weakness. I always believe that, if educationists are not farsighted, learned and versatile, our children cannot be guided through to become GNH graduates.

How can we demand quality from learners when leaders have drought of learning and experience? The training provided by RIGSS for school leaders is a significant initiative to enhance leadership professionalism. A principal said that he was ‘overwhelmed and excited to be attending this training programmes at a premier leadership institute and have always dreamt to be part of RIGSS.’ He said, he was already sketching where his weaknesses are and what he can do differently at his school. Mr. Arun said, “When a teacher is called to principal’s office, he must have reason to celebrate and hope for a reward, or a commendation, not fear of reprisal and suspicion.” This may be a small matter, but as a school leader, every small things influence those who look at us as role models.

These training will definitely help redefine the purpose with which we serve. The purpose of education will be measured against the motivation with which each principal work. There is also possibilities for authoritarian principals, if any, who are confronting differences with teachers and with community; principal who are feared rather than loved, principals who are tired and disillusioned, to transform to becoming more purposeful, visionary and compassionate. I am sure the pinch of quilt I feel when I reflect how much more I can contribute towards the ‘purpose of education’ will drive my passion towards becoming better leader, a better human than ever before. The Sujata effect, how even Gautama Buddha learnt from a village girl Sujata to neither tighten nor loosen his practice, is something I must reconcile with to reconnect with my students. Yet there is still a question to ask, are we as school leader doing well and enough as an epitome of inspiration for the future leaders of Bhutan?

 

 

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DAY 0. A 'RIGSS' REFLECTION- AN AWAKENING ORIENTATION AT TSIRANG

“The process of reforming our education system must aim for standards and goals which are of the highest possible order. We cannot compare present progress with our past and celebrate it as a measure of success.” The Royal Kasho decreed last December echoes on the need to raise the bar of performance of every individual in the education system. 

This bar definitely is not merely about increasing academic scores, but also of leadership performance, systemic transformation and excellence in the services of everyone.  Dasho Chewang Rinzin, Director of RIGSS, shared that the programme attempts to deepen and enhance, “values of collaborative learning, connecting ideas, people and resource by leveraging on talents.” Dasho indicated the relevancy, purpose and direction of the two weeks’ training to the 4^th cohort of 27 School Leadership Development Programme  participants on the night of 15^th August 2021.

The new package for school leaders’ training was inspired by His Majesty’s Royal Kasho for education reform. It is one of the most important support mechanism Education Ministry has taken to bring principals on the platform through one of the pioneer leadership institute. We cannot be any less proud, any less complacent anymore.

We have attended so many meetings, several professional development programmes, and travelled across borders and overseas to learn and experience teaching and leadership skills. Even otherwise, we have decades of experience as a leader, some since school days and as teachers. The question is, have we transformed to become better leaders? Have our managerial ways become more GNH imbued than before? The reminder to the participants was crystal when the Director of RIGSS, said, “If we cannot use what we learn at training in our leadership roles, it will become just another training.”

The platform at RIGSS is the pinnacle from where we will no doubt receive the best trainings to reflect upon our capabilities, services and future. If this training opportunity does not change us, perhaps, nothing ever will. I was deeply touched when Dasho Chewang took us through the detailed Do’s and Don’t of the Institute like we were primary students receiving our first orientation at school. Most often we fail to take note of small things as important, and we are even more complacent when things are not our own. Breaking a coffee cup at the training center may seem trifle issue, pocketing away room key upon departure may be a small mistake, staining a towel with hair dye may be not a serious matter to us, but it amounts to expenditure to the government treasury. It is those small things that make habit and we discredit the value of public properties. These are not small, these demonstrate our lack of right attitude and values that we often proclaim and teach other to practice.

I have always believed that ‘small things matter and what matters is not small for any individual’ and held on to this morale in my service to the school. This has helped me to be creative, focussed and excellence driven at any task we do at school. “Excellence,” The Director said, “is performing at a high standard and evolving consistently to stay ahead and relevant.” In the 21^st Century, the children of today have different potential, different experiences, and different opportunities than two decades ago. This differences call for a heightened and relevant leadership capabilities that is drawn from study and reflection than by experience. The Director strongly believes that, “Leadership is more about doing than about decorations. It is about being presentable through appearance and action, being fair and just, accountable and focussed on finding solutions to challenges.”

The Director also mentioned the importance of research studies for growth. Dasho said that, “Research should shape policies for wellbeing of the country , for growth and happiness.” The RIGSS staff and alumnus have been carrying out research works to help solve national issues. This message inspires school leaders to conduct research and to engage in ‘high impact research’ in the school. In fact, if not late, it is not early for schools to initiate rigorous research related to education processes,  social impact, practice in teaching-learning and leadership roles.

It was a moving orientation presented through video conference, which brought many small things to awareness. This connected to the vision and aspiration of His Majesty the King. Indeed, “ We cannot give what we don’t have.” It is rare opportunity for principals to come together at RIGSS, learn, discuss, and charter way forward how better we can serve differently to contribute towards fulfilment of the visions in the Royal Kasho.

In retrospect, I feel ashamed that a Royal Kasho had to be decreed to us to transform. His majesty said, Bhutanese are SMART people, and if we are one, we must be able to serve better before our beloved king have to direct us. SLDP therefore must be the reason for better future.

 

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LOCKDOWN OPENS DOORS

 

In fact, what becomes of us, how we quietly transform, can happen during the darkest hours. Lockdown opens opportunities to practice and learn something new. 

You can start a retreat, you can begin a hundred thousand recitations. You can sit often into mindful breathing sessions. You can light butter lamps and offer Saang, and read scriptures to learn what it teaches. 

You can read books that gathered dust on the shelves for years. You can write stories and poems, paint and sketch, learn to dance, compose a song and sing out loud. 

For students, this is the time to read books and revise subjects you learnt. You can learn what teachers couldn’t teach, you can practice handwriting, study chemistry if that was your nemesis. You can write essays, atleast ten essays to free your mind. You can learn new words, hundreds of them. Hone your Dzongkha writing, memorise some prayers, and journal your future five years from today.

This is the time, husband and wives, and lovers and fiancées can spend time to talk and laugh, try to understand the differences, accept the gift each live for the other. The lockdown must open our home and hearts to connect and converse, to tell stories, share humour and rejoice meals together. This is the time not to isolate into our iPhones and Samsung, into LED TV and TaBs. This is the time we plan and discuss life before us. You must know, your children and future is a journey you cannot change again and again. Life is a miracle in everything that unfolds before us.

Lockdown must not waste our health, we must graduate with a new experience, new learning, new realization, and a new life to live.

Namgyal Tshering 

Principal

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A SHOCK WAVE FROM MIDTERM EXAM UNDER-PERFORMANCE: A comparative review

 

The Royal Kasho on Education Reforms decreed by His Majesty The King on the 113th National Day in Punakha Dzong on 17th December 2020 states that “The process of reforming our education system must aim for standards and goals which are of the highest possible order. We cannot compare present progress with our past and celebrate it as a measure of success.”

Concern on quality

The concerns on declining quality of education was rife for couple of years among the people, but many, even those within the education system defended that there was no evidence of quality deterioration, and that quality concerns cannot be concluded from sparse issues on graduates. The study to understand this situation had been carried out my Royal Education Council and suggestive directions placed for the Education Ministry to strengthen leadership, teacher professional development and curricular changes. The Education Blue Print is used as a yardstick document to initiate progressive changes in the system, revisiting curriculum, strategising human resource, reframing teacher training mandates, upscaling learning resources.

Beginning of reform in assessment

The recent directive within the school assessment policies is change in assessment criteria for academic areas. Unlike in the past, the pass percentage of all levels is at 40%, with class X and IX pass percent changing from 35% to 40 %. This change ensure that students learning quality is increased and measured 5% more than previous years. The change was not a concern for schools as this increase ensures that student increase their academic performance. I have always questioned the basis of maintaining 35% as passed percent in view of expectation to have better quality graduates in class XII. How can students who were assessed as passed at 35% in class X attain more than 60% in class XII to have their dreams of becoming doctors and engineers fulfilled? This could also mean that a child scoring average mean of 35% has academic quality at 35% of her fullest capacity.

Assessment areas for academic evaluation

His Majesty’s Kasho states that our vision must ‘aim for standards and goals which are of the highest possible order,’ to challenge for quality performance and outcome. The future of our nation will depend on the quality of leadership that our youths today will take. Therefore, it is pertinent to reform education across all areas of services. In accordance with the recent changes in the school academic assessment criteria provided by the Royal Education Council, the change was directed through three areas; increase of passed percentage to 40% across all levels, requirement for attaining passed percentage in both Continuous Assessment and Written Marks and change in Major and minor options in subject necessary to secure passed marks. This however applies only for students above class IV, since students from PP-III are assessed through Continuous Formative Assessment, without requirement for written teast and examinations.

Midterm Assessment on New Assessment processes

This criteria were applied for during the midterm assessment of students for Dechentsemo Central school students to understand the performance of students. The current assessment indicate that a child must pass in both written and CA, while prior to 2021, children is considered passed if sum of CA and Written marks attain passed mark of 40%. The school analysed the academic performance of midterm examination 2021 as per recent change in assessment and made parallel comparison by analysing results based on assessment standards prior to 2021. The results show that students have mostly passed in CA evaluated as per given criteria, but have been unable to secure passed marks in written marks. These students were considered failed for the midterm examination even if they secured passed on the sum of CA and written marks.

A comparative on Midterm result analysis

When assessed as per the New Normal assessment criteria, the passed percentage of Dechentsemo CS for midterm examination is at 40.4% (144 students) and percentage of failed students at 59.6% (205). This is a staggering statistics for school, students and parents. However, when compared to parallel results as per pre-existing assessment policy prior to 202, the passed percentage is at 87.7% (307 students), and failed percentage at 12.3% (42 students) for the midterm examination 2021.  

In the analysis of results of students from class VII to X in a section-wise comparison, the passed percentages demonstrated in the graph indicate under-performance. The total number of failed students is 144 of the 349 students who appeared midterm examination. This is a landslide in comparison to regular pass percentage school attained until 2021.

Similarly, for instance, of the 91 students in class X, the passed percentage is 46.1% (42 passed) and 53.8% failed (49 students failed) when assessed as per current assessment policy on requirement to pass on both CA and written exam marks, while pass percentage if 93.4% (85 passed) and only 7 failed when average passed marks are considered as previous assessment model.

Reflective reasons of performance

The underperformance at more than 40 % failed in midterm this year, unlike the previous years with average of more than 80 % passed can be due to following assumptions:

1. The change of assessment criteria requiring passed in both CA and written exam. The students were unable to attain passed marks in written exam as per criteria although passed on the average.

2. Students were deprived from face to face learning due to pandemic situation in 2020, and online learning had not been effective. The results show that classes VII-IX have performed poorly comparing to class X and XI student. Class X and XI had opportunity to learn face-to face in class IX and X in 2020.

3. Students have passed their examination due to dependency on continuous marks although they underperformed in written exam in previous years. The current results indicate that children are unable to prove adequate competence in learning when evaluated only on written exam. This is also a result of their ineptitude at writing skills, lack of answering proper answering skills and weakness in language proficiency.

4. The lack of reading habit among students may also be attributed to their inability to express and explain concept and reasons correctly and meaningfully. While students tend to have understood classroom teaching lesson well, they fail to translate learned knowledge efficiently on paper.

The indication of current performance

It is evident that Bhutanese education system must compete with performing education systems of the world. Bhutan is no more a land-locked country, and our survival, sovereignty and socio-economic success depends on interconnections, human resource sharing and performance on the global stage. Our qualification as a graduate who are ‘nationally rooted and globally competent citizen’ begins from a classroom, and how classrooms perform depends on the strategic transformation of the systemic machinery.

While the current changes initiated as part of the policy paradigm shift brought to light the concerns of quality to light, it shattered teachers and parents’ hope from students this time. This is a shadow prognosis of what state of result schools will have to declare, and it is even more sinister when class X and XII board examination outcomes based on new assessment standards are considered. This does not mean that change is faulty and unnecessary, but that it is a sign that calls for reform from all angles of policy matters, a sign that our children must improve in the learning scale, and quality.

The performance also brings to light the critical need for growth and purpose in school leadership and teacher performance. The call for urgency is spoken in the Royal Kasho, that, “In preparing our youth for the future, we must take advantage of available technologies, adapt global best practices, and engineer a teaching-learning environment suited to our needs. Technology is the argument of our time and a major indicator of social progress.”

The need for reform

Further, as an educator, we must draw conclusions of the importance of paradigm shift to the welfare of nation’s future that must be built on foundations of wise leadership of the youth. In the Royal kasho, His Majesty The King highlights provide this direction to the education fraternity that “We must revisit our curriculum, pedagogy, learning process, and assessments to either transform or rewrite them in view of the challenges and opportunities of the twenty-first century. Otherwise, continued focus on textbooks and content without integrating technology and social learning risks perpetuating passive modes of learning.”  This means that the policies, plans and strategies must align coherently to the Royal Kasho, our beacon of direction to the future of a GNH nation.

The need for teachers to grow, adapt and equip to become teachers capable of ensuring better performance has been raised in the wisdom of His majesty the King, heard during the Convocation at Royal University of Bhutan, Simtokha on 7^th January 2013. His Majesty said, “…it is not possible to share what you don’t possess so as teachers you must yourself be open to new ideas and to learning throughout your lives.” Towards this concern, Ministry of Education began to work on standardizing teacher monitoring system which today has been instituted within the Bhutan Professional Standard for Teachers mechanism. One of the exemplary Royal initiatives currently in process is the School Leadership Development Programme at Tsirang for all school principals. Because the task of teaching is a mammoth endeavour that impact state of prosperity, wellbeing and happiness of the country, the ruling government of the day has recognized at incentivizing teacher’s allowances.

Conclusion

If the key stake holders in schools and the schooling systems at all levels are prioritized as focus of reform, and all reforms paced with valid study and innovative ideas for long term impact, quality performance and outcomes is only a matter of time. We are often directed by His Majesty The King’s wisdom to the critical concerns of our lifeline. I sometimes feel ashamed that we are unable to serve beyond the bounderies of our own limits until a visionary direction decreed. However, we are very fortunate to have our beloved King, a Bodhisattva, without whom our lifeline would soon become chaos. The Royal Kasho is a prophecy, and the answers to our dilemma are etched deep within the golden words.

 

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