Green School for Green Bhutan: Relationship with Gross National Happiness in Chukha Dzongkhag

7/27/2019 Green School for Green Bhutan: Relationship with Gross National Happiness in Chukha Dzongkhag

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Indo-Bhutan International Conference On Gross National Happiness Vol 02, October 2013

Pages: 314-324

International Journal of Business Intelligents (IJBI) 314www.ijbui.com

Green School for Green Bhutan: Relationship with Gross National

Happiness in Chukha Dzongkhag

Dawa Drakpa1, Rinchen Dorji

2

1Assistant Lecturer , Geaddu College of Business Studies2Assistant Lecturer ,Geaddu College of Business [email protected],

[email protected]

Abstract

The concept of Green School for Green Bhutan was first propounded by the Honorable

Education Minister Thakhur S. Powdel. This highlights educating Gross National Happiness

among the children of the nation. The main goal behind green school is to demonstrate respect

for the earth by conserving naturalresources and learning from the earth by bringing nature

into the classroom and the classroom into nature. This narrative research paper aims to lay

down the concept of Green school for Green Bhutan and its relationship towards enhancement

of Gross National Happiness. The data collected for this paper is through secondary sourcesand interview with principal of schools inChukha Dzongkhag. (Dzongkhag means district or state)It is

apparent that most of the schools in Chukha Dzongkhag have started practicing and

implementing the concept of Green School for Green Bhutan since few years. However, some of

the schools lack behind without practicing some indicators of this concept. In addition, it is

found that eight indicators help the schools to link their curriculum activity with the GNH.

Keywords: Green Education, Green School, GNH, Conservation of natural resources, and

Learning.

Green School for Green Bhutan: Relationship with Gross National Happiness

1.Introduction

Educating for Gross National

Happiness is essentially an invitation to

Education, to all of us educators, to look for

and to discover the soul behind our role.

We are returning to the original and the

authentic purpose of education-a process

that gently draws the human mind to look

for and to love what is true and good and

beautiful and useful-values inherent in the

goal of education. We are, in effect,

returning to the root of education-educare-

meaning to draw out,

-Addressed by the Education

Minister, Lyonpo Thakhur Singh Powdyel

Earlier, value education was in the forefront

while GNH was remained in the

background in Bhutanese education system.

It was mostly conceptual learning than

practicality. Though GNH values were

inherent in Bhutanese, the practice was

missing on it and a way to enhance, sustain

and put into action the concept of GNH is

through educating the youth of the nation. Ithas been a vision of the king; to wisdom the

youth of the nation through GNH. Aligning

His Majestys vision and wisdom effort of

Honorable Education Minister Thakhur S.

Powdel, the concept of green school for

green Bhutan came on action in education

system of Bhutan.

Green School for Green Bhutan is the idea

to educate the youth to use the natural

environment as the integrating context for

learning and also use the local natural

environment to teach students concepts in

all disciplines, while emphasizing hands on

real world learning experiences. It mainly

focuses on two things: conserving and

learning with the environment. To bring

positive correlation between these two

things there are eight GNH indicators

forward for green school. Those indictors

are - Naturally or environmentally green,

Intellectual greenery, Academic greenery,

Social greenery, Cultural greenery, Spiritual


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greenery, Aesthetic greenery, and Moral

greenery.

The idea Green School has been defined

by different scholars in different ways over

the year. Barr, S (2011) states that green

school design includes education for

sustainability (EfS), environment-based

education (EE), need for nature, modeling,

and experiential learning. However, in the

current research, the idea of green school

would be focused on mention eight

indicators that will be relating to GNH.

The main purpose of writing this paper is to

study and familiarize the concept Green

School for Green Bhutan and its

relationship to GNH. In addition, it alsoexpects to seek the linkage of concept with

GNH in Chukha Dzongkhag.

2. Concept of green school from differentschool of thoughts

In Ireland Green-Schools is a Eco-Schools,

is an international environmental education

programme, environmental management

system and award scheme that promotes

and acknowledges long-term, whole schoolaction for the environment. Green School in

Bali, Indonesia defines green school is of a

natural, holistic, student-centered learning

environment that empowers and inspires

our students to be creative, innovative,

green leaders.

Green school inactive, U.S points that green

school mobilized to improve the

environmental health and ecological

sustainability of schools in the U.S. Orange

green school (2012) states that green school

brings students, teachers and staff makes a

difference in their communities with

programs to recycle, reduce waste, save

energy and conserve water. Green schools

in UK means looking after the co-operative

and challenging young people to become

green pioneers as part of our biggest ever

community education programme.

According to Ontario green school, A

green school is energy efficient, higher

performing school that can be

environmentally beneficial, economical to

build and operate, and offer improved

learning environments. The topic of green

schools is increasing in importance, driven

by greater environmental awareness and

rising energy and operation costs

(http://www.ontarioecoschools.org/).

According to Ecoliteracy, Green schools

prepare students to become leaders and

citizens who understand how the natural

world works, see the patterns that connect

human activity to nature, and have the

knowledge, values, and skills to act

effectively on that understanding

(http://www.ecoliteracy.org).

3. Concept of Green School for GreenBhutan

An idea "Green School" is a learning model

of an ecologically sustainable society.

Learning includes all academic disciplines

(not just science and business studies),

specific educational strategies, and a strong

connection between a school, nature and its

community. Green School is one that

teaches the children to think, reflect andshow concern on natural environment. It

creates the class room environment to

respect for the Earth by conserving natural

resources and learn from the Earth by

connecting nature into classroom and the

classroom into nature.

Apart from natural conservation learning, it

also teaches the human values to the

children in all about promoting and living

with basic human values in harmonious and

sustainable manner. It enhance childrens in

good thought, good speech and good action

and being polite, courteous and respectful-

not just before high officials or religious

heads but to all level of people and

therefore happiness for oneself.

Implementing the idea of green school with

the GNH fulfills the concept of Green

School for Green Bhutan. The concept

consist eight GNH indicators which are

related four pillars of the GNH. The

indicators are:


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3.1. Naturally or environmentally greenNaturally green is keeping school campus

green and surrounded with plants, flowers

and fruits, and school campus litter and

waste-free zone. It is activity of planting

and maintaining various parts of the school

grounds, with teachers and children

researching, planting and then eating the

produce of school vegetable gardens.

Thereby, it shows to children in expression

of good learning and self reliance.

3.2. Intellectual greeneryPersons capability and decency does not

depend on how healthy and strong he is but

all it depends on how mindful andthoughtful he is. Nurturing and cultivating

the gift of the mind is the reason for being

in school. Intellectual greenery expresses

learning through open mind, logistics

thinking, creativity and innovative way. In

school, students mind must be fertile and

open to new ideas and knowledge. It is the

act teachers and students coming together to

build and maintain the mindfulness

learning.

3.3. Academic GreeneryAcademic greenery means discovering the

grace of great ideas that inform and sustain

the different fields of study generation up

on generation. The subject learning should

not be one time learning rather it should

remain generation up on generation.

Learning in primary and secondary level

has been always surface level knowledge

learning. We were groomed with many

subjects knowledge such as mathematics,

accountancy, history and many other

subjects that are taught in schools but most

of school scratch the surface and move on.

Thereby subject does not speak to us and

we are content with shadow.

3.4. Social GreeneryThese indictors talks about building

relationship, friendship, develop

understanding, sharing and celebrating

between school and community, teacher and

student and, parents and teacher. It is the

way to feel and think and relate to each

other. It is the sum total of the goodwill and

positive energy that we create and release to

the society individually and collectively.

This teaches us to learn to live together and

learn together, respecting our uniqueness

and commonness. It teaches us to care and

to share and to succeed together. It is way

of school and community coming together

to improve the society.

3.5. Cultural greeneryCultural greenery is cultivating cultural

values, beliefs and norms to students of thenation. Culture is the way we are and the

way we proclaim the way we are. It is the

mode by which we proclaim our sense of

self and our identity. It shows in the way we

dress, speak, sing, dance, play, pray, and

conduct our rites and rituals. We see it in

our art and architecture, language and

literature, our faith and philosophy, our

sense of wonder and delight, our aspirations

and world-view. So school is the place, weneed to create space for the expression and

celebration of our cultural experiences and

cultivate gracefulness and respect that are

the brand of a cultured person. The kind of

culture that children learn in school will be

the standard for the country as todays

youth become tomorrows leaders.

3.6. Spiritual greeneryWe people are born and brought up with an

element of spirituality. It relates to our

belief that there are other beings and

presences above and beyond us. That is

greater than us, more powerful than us; that

we gain our fullness and confidence in

relation to them and in cooperation with

them. Spiritual greenery states that learning

must create moments for children and

teachers for creative spiritual experiences

that enrich and ennoble them. It helps the

student to seek out inner spirituality and


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teaches them the values and important of

being spiritual human being.

3.7. Aesthetic greeneryAesthetic greenery is all about being

optimist. It is the quality of being able to

appreciate a beautiful object for what it is, a

good deed for what it is, and appreciating

piece of work for what it truly is. It is the

study of the beautiful, the graceful and the

tasteful. It is the ability to make inner

distinctions between appearance and reality.

In this present era, media and technology

has become a greatest influencing mode to

the youth. These modes are so strong that

even fake and untrue things become true toyouth. Therefore, aesthetic greenery teach

the student to value what is truly good and

worthwhile and reject what only panders to

our lower order desires.

3.8. Moral greeneryIt is the process of learning and teaching

student what is right and wrong, truth and

falsehood, good and bad. It is the

fundamental principle that sets humanbeings apart from other animals and gives

them the authority to make judgments about

values. It gives opportunity to student in

making distinction between right and

wrong, good and bad, truth and false.

4. Green School for Green Bhutan withrelation to GNH

Money cant buy happiness but a good

philosophy can. The philosophy of GNH is

based on four pillars: preservation of

cultural, conservation of environment,

socio-economic development and good

governance. GNH is nothing more than a

balanced development philosophy because

proper development is not just a mere boom

in the economy but is the proper balance

right from spirituality to self sufficiency and

from good governance to an exotic and

abundant environment. It is the art of

mindfulness, the act of kindness, the beauty

of greenery and ultimately the path towards

enlightenment.

The western world as we see today has

become a victim of consumerism and

materialism. It seems like the word

Volunteerism has lost its space in the

dictionary of humanity. Bhutan seems to be

definitely following these wrong footsteps

and in few years time we would be no

different than other countries. It is with

these apprehensions that our foresighted

leaders want the idea of GNH to be

inculcated in our youths right from young

age and this gave birth to the program

Educating for GNH: Green school for

green Bhutan.GNH is very much coherent with the

concept Green school for green Bhutan.

The eight indictors of green school have a

very much relationship with four pillars of

GNH and its nine domains.

4.1. Green school and Conservation ofenvironment

The indictor, naturally green is well related

to the GNH pillar conservation ofenvironment. The pillar conservation of

environment talks about the nurturing,

conserving and optimal use of mother earth,

and educating the co-existence between

nature and mankind. It talks about thinking

beyond us and our time. It is thinking about

future generations, about animals, about

plants, and the environment they live in. As

similarity, the indictor naturally green is

all about learning through nature and

appreciating the nature. It is way of learning

and teaching children to keep school

surrounding waste-free and greenery. It is

activity of planting and maintaining various

part of school grounds green and clean.

Through education, students are taught to

use the natural environment as the

incorporating context for learning and

taught to conserve the environment and

sustain the natural environment of the

nation. This way the GNH philosophy of


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conservation of environment is strongly

supported by the indictor naturally green.

4.2. Green school and Preservation ofcultural

GNH is also about culture and how people

live life as human beings, as families, and

as a society. It is our values that we aspire

to individually and collectively. The

preservation and promotion of Bhutanese

culture is another factor in development and

GNH strategy. It is widely believed that a

decline in traditional heritage and culture

will lead to a general dissatisfaction of

society.

To support this pillar, green school hasthree indicators- social, cultural and

spiritual greenery which is closely related to

this pillar. All the three indicators are all

about building relationship, right

understanding, sharing and cultivating

cultural values, and making children

spiritually strong and wise. The system of

educating student to preserve and promote

the cultural shows the close relation

between green school and GNH concept.

4.3. Green school and sustainableeconomic development

Academic and intellectual greenery develop

the students to be creative, innovative, and

optimistic in nature. These traits are very

important for a leader to implement in their

development policies. In other word, it

creates the effective leader in the society

who can change and develop the society.

In this manner, green school help in

developing the effective leader which

contributes in economic development of the

nation.

4.4. Green school and good governanceThe good governance means government

guided by sound ethical principles and

values like social responsibility. Those

doing public services incorporate and

support values and ethical principles by

demonstrating accountability,

responsibility, honoring their commitments,

and acting in the public interest.

The indictor moral and aesthetic greenery is

learning and teaching student about what is

right and wrong, what is good and bad,

what is truth and falsehood and teach them

to be optimist. This value-oriented and

conscious learning helps and supports in

preventing corruption and brings about

good governance as they work for the

benefit of the country and its citizen.

5. General observation on practice andimplementation of Green School for

Green Bhutan concept in Chukha

Dzongkhag5.1. FindingTo collect information on the practice and

implementation of Green School for Green

Bhutan concept, the survey was conducted

in thirteen schools in Chukha Dzongkhag

(Gedu Higher Secondary School, Chunkha

Primary School, Phuentsholing Lower

Secondary School, Phuentsholing Higher

Secondary School, Phuentsholing Middle

Secondary School, Wangdigatshel PrimarySchool, Dungna Primary School,

Shemagangkha Primary School, Tsimalakha

Lower Secondary School, Kamji Middle

Secondary School, Bongo Primary School,

Darla Middle Secondary School &

Pakshikha Middle Secondary School). The

questionnaire was distributed to the

principal and teachers.

5.1.1. Environmentally GreenActivities which

maintain school

campus green

No. of

Schoo

l

(%)

Enough pit & dustbin 10 77

Mass cleaning routine 12 92

Flower gardening 13 100

Vegetable gardening 11 85

Tree plantation 8 62


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Table 1: Activities which maintain school

campus clean & green

(Source: Field Survey)

Almost all the schools have responded that

they have enough pit and dustbin, students

are engaged in daily morning social work,

flower and vegetable gardening, and tree

plantation. Thus, schools are initiating in

keeping school clean and green and all the

schools have a green aspect which evolves

from nature to ecology to environment to

sustainability. The details can be seen in

Table 1

5.1.2. Intellectually greenTable 2: Activities which improvecreativity & Innovative idea

Activities which

improve creativity

& innovative idea

No. of

School

(%)

Waste management

contest

7 54%

Waste recycle contest 6 46%

Waste creative and

innovative contest

3 23%

Productive use of

waste exhibition

5 38%


It is observed that only few schools were

encouraging the activities which improve

the creativity and innovative idea of the

students. 7 schools responded that they

encourage waste management contest, 6

schools encourage waste recycle contest by

conducting inter-house debate competitionwithin school. 3 schools and 5 schools

encourage waste creative contest and

productive use of waste exhibition

respectively. The details are given in Table

2.Therefore, few schools have concern on

the students intellectual capacity.

5.1.3.Academic GreeneryTable 3: Implementation of curriculum

Implementation of

Curriculum by

ensuring

No. of

School

(%)

Lesson plans 13 100

Class teaching with

examples &

demonstration

7 54

Classroom set up and

students' behavior

13 100

Professional

development

10 77

180 instructional days 13 100

Variety teaching

strategies

11 85


Curriculum in all the schools are guided by

lesson plan and ensuring minimum of 180

instructional days in a year. Moreover, 10 to

11 schools were focusing on professional

development of the teachers by monitoring

through HOD system and variety teaching

strategies.

However, only few schools go by

exemplary class teachings and

demonstration in the classroom. Hence,

students are not explored to the outsideenvironment and their teaching-learning is

bounded within four walls. If the students

are explored to the outside environment,

this will enhance and sustain different fields

of study in students generation.

5.1.4. Social GreeneryTable 4: Activities which maintain

relationship with community

Activities whichmaintain

relationship with

community

No. ofSchool

(%)

Community mass

cleaning

13 100

Parents

involvement in

school

improvement

10 77

Parentsinvolvement in

11 85


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disciplinary issues

Community

involvement in tree

plantation

1 8

Community

involvement in

surrounding

maintenance

3 23


Almost all the schools were maintaining

good relationship with the community;

particularly by organizing community mass

cleaning campaign, parents involvement in

the disciplinary ground. 13 schools have

responded that yearly they conduct mass

cleaning campaign where the community

also invovled to maintain surrounding of

school and the community clean. Moreover,

parents involvement in the school

developmental activities and in disciplinary

issues are found to be apparent in 10 to 11

schools.However, many schools do not

encourage community to involve in tree

plantation and school surrounding

maintenance to maintain school and

community green. Thus, most of the schoolshave good relationship with their own

community in keeping school clean but not

green.

5.1.5.Cultural GreeneryTable 5: Activities which conserve and

promote the tradition and culture

Activities which

conserve & promote

the tradition &culture

No. of

School

(%)

Speaking Dzongkha

within campus

7 54

Traditional games and

sports

9 69

Traditional dances and

songs

10 77

Be in national dress in

school yard

12 92

Although it is observed that all the schools

have contributed in conserving and

promoting tradition and culture through

implementing policies like students must

speak either Dzongkha or English within

school campus, encouraging traditional

games, dances and songs.

However, most of the principal and teachers

uttered that only few students are able to

follow the policy of speaking either

Dzongkha or English within school campus.

Since many teachers in the school campus

do not play as role model; students start

speaking their local language.

5.1.6. Spiritual GreeneryTable 6: Activities which inculcate

mindfulness in students

Activities which

inculcate

mindfulness in

students

No. of

School

(%)

Practice mindfulness 13 100

Daily evening prayer 11 85

Invite spiritual

leaders

4 31

Annual School

Rimdo1

12 92


It is found that all the schools have started

practicing mindfulness during morning

assembly for few minutes, conduct daily

evening prayer and annual school rimdo

once in a year. Mind training will help get

rid of emotions, stress, worry, fear andanxiety which will help students to study

and work more efficiently. However, only

few schools invite spritual leaders for

blessings and listening religious teachings

so that students conduct are in line with

Buddhist perspective.

1Annual puja


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5.1.6. Aesthetic and Moral GreeneryTable 7: Activities which inculcate

morality and aesthetic in students

Activities which

inculcate morality

and aesthetic in

students

No. of

School

(%)

Value education 13 100

Driglam Namzha2

Class

12 92

Orientation program 7 54

Parent-teacher

meeting

13 100

Career Counseling 5 38


It is observed that all schools have infused

value education along with the lesson where

students are taught unknowingly. Teachers

who are trained on Driglam Namzha also

take separate class where students are

taught lot of new things about Bhutanese

etiquette. Schools also organize parent-

teacher meeting every year where

performance and behavior of the students

are discussed jointly.

But only few schools (7) conduct

orientation program regarding the rules and

regulations and 5 schools have initiated

career counseling which help students in

making clear decisions.

6. Recommendationsi) It is observed that only few schools wereencouraging the activities which improve

the creativity and innovative idea of thestudents. 7 schools responded that they

encourage waste management contest, 6

schools encourage waste recycle contest by

conducting inter-house debate competition

within school. 3 schools and 5 schools

encourage waste creative contest and

productive use of waste exhibition

respectively. Thus, few schools have

2Etiquette

concern on the students intellectual

capacity.

ii)School management should encourageinter-house competition on contest related

to waste management and creative waste

exhibition quarterly.

iii)Only few schools go by exemplary classteachings and demonstration in the

classroom; students are not explored to the

outside environment and their teaching-

learning is bounded within four walls.

To sustain and enhance different fields of

study in students generation, teachers must

be trained to handle the class with

demonstration and exemplary teachings.

iv)Although community involved inkeeping the school surroudning clean

however all schools need to encourage

community to participate in tree plantation

and school surrounding maintenance so that

community also contribute in keeping

school surrounding green.

v)The policies like speaking eitherDzongkha or English within school campus

are more noticeable, but school

management faced difficulty inimplementing. Since most of the teachers

failed to play as role model. One significant

observation could be teachers speaking their

own local dialect, then students started

speaking their own dialect.

Teachers need to play a vital role model in

every aspect like speaking the two

mentioned language, dress code, and many

other things related to Bhutanese etiquette.

vi)Since it is noticed that only few schoolsconduct orientation program with students

regarding school norms, it is advisable for

all school to have twice orientation program

in a year so that students will be aware and

disciplinary issues will be reduced

significantly. Moreover, a morally green

school will foster goodness over cleverness,

cooperation over competition, fair-play over

victory at any cost.


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7. ConclusionWe Bhutanese are very fortunate to be born

in this country that places the wellbeing of

her citizens a paramount priority. We have

accomplished harmony and sovereignty

because we people are abided by the

philosophy of Gross National Happiness

propounded by our fourth Druk Gyalpo

Jigme Singye Wangchuck. It is been

challenging task for government to

implement the GNH philosophy in

Bhutanese people, mostly giving priority to

youth of the nation.

The only way to implement the GNH

among youth is through education. With the

far vision of education minister Thakhur S.Powdel, the concept of green school for

green Bhutan came on action in education

system of Bhutan. The real aim of this

concept is to develop the character and

individuality of the people, his mind, will,

and soul power. It teaches the students to be

nature lover and teaches the co-existence of

nature and society.

ReferencesBook References

[1]Barr, K (2011). Green schools that teach:identifying attributes of whole- school

sustainability. Department of Design and

Merchandising

[2](2011). Nurturing Green Schools forGreen Bhutan -A Guide to School

Management. Ministry of Education Royal

Government of Bhutan, Thimphu

[3]Sapam, R (October,2011). Valueeducation and GNH-a general perspective.

Bhutan Journal of business and

management.

Internet Sources:

[1]Jamtsho, S (2011). The idea ofcommunity service versus the essence of

volunteerism. Retrieved from

http://www.education.gov.bt/documents/10

156/62778/Guide+to+School+ManagemeTa

ble+of+Contents+and+Preface(12/10/2012)

[2](2010, January 19). Bringing GNHvalues to schools. Kuensel, p.1 Retrieved

fromhttp://www.bbs.com.bt/Bringing%20G

NH%20values%20to%20schools.html

(13/10/2012)

[3](2011, june). GNH School.Bhtuanobserver. Retrieved from

http://www.bhutanobserver.bt/green-school-

principals-perspective-abridged (12/10/2012)

[4]King county solid waste division (2012).Green school program. King country green

school program. Retrieved from

http://your.kingcounty.gov/solidwaste/green

schools/index.asp (19/10/2012)

[5]Green school Ireland (2012). Green-school. Retrieved from

http://www.greenschoolsireland.org/(19/10/

2012)[6]Denver green school (2012). Seeding thefuture. Retrieved from

http://www.denvergreenschool.org/about-us

(21/10/2012)

[7]Green school Bali (2012).welcome togreen school on earth. Retrieved from

http://www.greenschool.org/ (22/10/2012)

[8]Ecoliteracy (2012).green school.Retrieved from http://www.ecoliteracy.org/

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[9] Ontario eco-school (2012). AboutOntario ecoschools. Retrieved from

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2)


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Appendix I - Questionnaire

Respected Sir/Madam,

This survey questionnaire is pertaining to implementation of Green school for Green Bhutan

program in your school which would be used for writing paper on Green School for Green

Bhutan: Relationship with Gross National Happiness. Your cooperation and support will be

highly appreciated and all information gathered will be used for academic purpose only.

1. Is your school familiar with green school for green Bhutan program?Yes No

(Note: You may circle more than one option from Question 2 to 9)

2. Our school campus is:a. Drug freeb. Graffiti-freec. Junk- freed. Waste-freee. Any other ..

3. To maintain school campus clean and green, we have taken the following activities:a. Fixed the dustbinb. Have enough pitc. Mass cleaning routine in the morning and eveningd. Maintain flower gardene. Involve student in gardeningf. Involve student in tree plantationg. Any other:.4. To improve the creativity and innovative idea of the students, school encourage thefollowing activities:a. Waste management contestb. Waste recycle contestc. Waste creative and innovative contestd. Productive use of waste exhibitione. Any other:

5. How is your curriculum implemented?a. Ensure curriculum is implemented as per the lesson plansb. Take up actual classroom teaching using examplesc.

Monitor classroom management through observation of classroom set up and

student behavior

d. Identify areas for professional development through observations and assessmente. Ensure the required minimum of 180 instructional days in a yearf. Ensure the use of variety of teaching strategies and resourcesg. Any other ..

6. To improve relationship between school and community, school engage in:a. Community mass cleaningb. Parents involvement in school improvementc. Parents involvement in disciplinary issuesd. Community involvement in 2ndJune for tree plantatione. Community involvement in school surrounding maintenancef. Any others


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7. To conserve and promote the culture in the school, we encourage -a. Students to speak in Dzongkha within school campusb. Students to participate in traditional games and sportsc. Students to take part in traditional dance and songs during cultural programd.

Students to be in national dress within school yard

e. Any other ..8. To inculcate mindfulness in students, we insist the following activities:

a. Practice mindfulnessb. Daily evening prayerc. Invite spiritual leaders for blessingsd. Any other 9. To inculcate the morality in students, wea. Infuse Value Educationb. Conduct Driglam Namzha ( custom and traditional practices) classc. Conduct student orientation program regarding rules and regulations in the schoold. Conduct parent- teacher meetinge. Career Counselling

10.What are your future plans?..........................................................Name of School:

Name of Respondent (Designation):

Thank You Very Much!!!

Documents

Green School for Green Bhutan: Relationship with Gross National Happiness in Chukha Dzongkhag