GNH Education Blueprint
I think a good first step by the Education Family (sad
not to be a part of it anymore, for whatever reason)...although I would've preferred Framework (less prescriptive, with room for flexibility to local needs) to Bluprint (more prescriptive, expecting it to be followed as prescribed)...In quietude, I pray
For the Education Family to lay
The 'Education for Tomorrow' foundation
With a GNH and Democracy Mission
.....that will keep our children, next GENERATION
ReplyDeleteFar and away from TENSION AND FRUSTRATION
After their GRADUATION
With a practically-useable QUALIFICATION
That will achieve our concerted ACTION
To build or sustain a NATION
That is full of people brimming with ELATION
That must be our MISSION
That is also our VISION
And that must be our CREATION
Maybe a SOLUTION
To the perceived DEGRADATION
Of the Noble PROFESSION
That we call(teaching)EDUCATION
May it be a SENSATION!
In 1993, Class 7 Physics and Chemistry subjects were fun because it really took us into the depth of the subject, esp when we were being introduced to the new world of science. We had Indian author books too. But biology was terrible! The book was published by the Education Ministry and all it had was stupid and erratic cartoons we couldn't make a head or tail of. Wasn't even sure what the book was trying to teach us.I am not a doctor now,and maybe I never could have been one, but I have always blamed that book! And I have never felt bad about it.
ReplyDeleteAt least there is a program to look at our education system. I hope it doesn't become one big experiment in the end.... I remember NAPE days and I still struggle to understand what everybody mean when we talk about infusing education with GNH values.
ReplyDeleteThanks, Dawa, for the extended poetry. Now, isn't that what we call two heads fused into one! Ha! Ha!
ReplyDeleteTongyal, thanks for your response. I can understand what you mean. Some learners are inclined towards content-laden curriculum with knowledge imparted from the teacher to the students, while some others love fun activities and learning through discovery. The latter is what many of us Bhutanese are still not used to, having been influenced by the Indian education system of emphasis on rote learning. In science, there's much more scope for learning through discovery/experiment, otherwise there'd be no such thing as scientist.
And, BB, thanks for reading my post and also responding. I feel honoured. About the programme becoming one big experiment at the end, I am quite positive we have saviours this time with experienced educationists in government and wider meaningful participation at the grass roots level. What happened to NAPE in our country in the past was unfortunate, but NAPE itself wasn't wrong at all. We were just not prepared systemically. We tried to imitate rather than create. This time, we're into our own creation with Educating for GNH since GNH did germinate here. I only hope too much of GNH does not override individual happiness of students and teachers in school. I think happiness is as much a process as an end and, therefore, I believe students must be able to learn happily and teachers teach happily.
By 'infusion' I would think they mean 'integration,' which to my knowledge is already in place. (I have written about this in one of my earlier blogposts - that GNH values have always been an integrated part of our curriculum, particularly social studies.) What I believe to be actually needed is a revisit of our teaching methodology that provides the last mile delivery between the teacher and the students. Any amount of infusion/integration or revision in the curriculum will make a difference only if the last mile delivery is good/excellent.
"Two heads fused into one"? - Conjoined Twins???
ReplyDelete