Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324

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Green School for Green Bhutan: Relationship with Gross National Happiness in Chukha Dzongkhag
Dawa Drakpa1, Rinchen Dorji2 Assistant Lecturer , Geaddu College of Business Studies 2 Assistant Lecturer ,Geaddu College of Business Studies 1 dawa.drakpa@gmail.com, 2rinchendorji@yahoo.com

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 natural resources 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 sources and interview with principal of schools in Chukha 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-educaremeaning 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 International Journal of Business Intelligents (IJBI) www.ijbui.com through educating the youth of the nation. It has 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 314

Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 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 also expects to seek the linkage of concept with GNH in Chukha Dzongkhag. 2. Concept of green school from different school 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 school action 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 International Journal of Business Intelligents (IJBI) www.ijbui.com

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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 Green Bhutan 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 and show 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 respectfulnot 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: 315

Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 3.1. Naturally or environmentally green Naturally 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 greenery Persons capability and decency does not depend on how healthy and strong he is but all it depends on how mindful and thoughtful 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 Greenery Academic 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 Greenery These indictors talks about building relationship, friendship, develop understanding, sharing and celebrating International Journal of Business Intelligents (IJBI) www.ijbui.com

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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 greenery Cultural greenery is cultivating cultural values, beliefs and norms to students of the nation. 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, we need 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 greenery We 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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Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 teaches them the values and important of being spiritual human being. 3.7. Aesthetic greenery Aesthetic 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 to youth. 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 greenery It 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 human beings 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 with relation 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

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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 of environment The indictor, naturally green is well related to the GNH pillar conservation of environment. 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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Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 conservation of environment is strongly supported by the indictor naturally green. 4.2. Green school and Preservation of cultural 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 has three 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 sustainable economic 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 governance The 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, International Journal of Business Intelligents (IJBI) www.ijbui.com

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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 and implementation of Green School for Green Bhutan concept in Chukha Dzongkhag 5.1. Finding To 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 Primary School, 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 Green No. of (%) Schoo l 10 77 12 13 11 8 92 100 85 62

Activities which maintain school campus green Enough pit & dustbin Mass cleaning routine Flower gardening Vegetable gardening Tree plantation

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Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 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 green Table 2: Activities which improve creativity & Innovative idea Activities which No. of (%) improve creativity School & innovative idea Waste management 7 54% contest Waste recycle contest 6 46% Waste creative and 3 innovative contest Productive use of 5 waste exhibition (Source: Field Survey) 23% 38%

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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 competition within 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 Greenery Table 3: Implementation of curriculum

Implementation of No. of (%) Curriculum by School ensuring Lesson plans 13 100 Class teaching with 7 54 examples & demonstration Classroom set up and 13 100 students' behavior Professional 10 77 development 180 instructional days 13 100 Variety teaching 11 85 strategies (Source: Field Survey) 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 outside environment 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 Greenery Table 4: Activities which maintain relationship with community Activities which No. of (%) maintain School relationship with community Community mass 13 100 cleaning Parents 10 77 involvement in school improvement Parents 11 85 involvement in 319

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Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 disciplinary issues Community 1 8 involvement in tree plantation Community 3 23 involvement in surrounding maintenance (Source: Field Survey) 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 schools have good relationship with their own community in keeping school clean but not green. 5.1.5. Cultural Greenery Table 5: Activities which conserve and promote the tradition and culture Activities which No. of (%) conserve & promote School the tradition & culture Speaking Dzongkha 7 54 within campus Traditional games and 9 69 sports Traditional dances and 10 77 songs Be in national dress in 12 92 school yard

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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 Greenery Table 6: Activities which mindfulness in students Activities which No. of inculcate School mindfulness in students Practice mindfulness 13 Daily evening prayer 11 Invite spiritual 4 leaders Annual School 12 Rimdo1 (Source: Field Survey)

inculcate (%)

100 85 31 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 and anxiety 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.

Annual puja

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Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 5.1.6. Aesthetic and Moral Greenery Table 7: Activities which inculcate morality and aesthetic in students Activities which No. of (%) inculcate morality School and aesthetic in students Value education 13 100 2 Driglam Namzha 12 92 Class Orientation program 7 54 Parent-teacher 13 100 meeting Career Counseling 5 38 (Source: Field Survey) 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 parentteacher 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. Recommendations i) 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 competition within school. 3 schools and 5 schools encourage waste creative contest and productive use of waste exhibition respectively. Thus, few schools have

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concern on the students intellectual capacity. ii) School management should encourage inter-house competition on contest related to waste management and creative waste exhibition quarterly. iii) Only few schools go by exemplary class teachings and demonstration in the classroom; students are not explored to the outside environment and their teachinglearning 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 in keeping 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 either Dzongkha or English within school campus are more noticeable, but school management faced difficulty in implementing. 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 schools conduct 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.

Etiquette

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Indo-Bhutan International Conference On Gross National Happiness Pages: 314-324 7. Conclusion We 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. References Book 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 for Green Bhutan -A Guide to School Management. Ministry of Education Royal Government of Bhutan, Thimphu [3] Sapam, R (October,2011). Value education and GNH-a general perspective. Bhutan Journal of business and management.

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Internet Sources: [1] Jamtsho, S (2011). The idea of community 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 GNH values 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-schoolprincipals-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). Greenschool. Retrieved from http://www.greenschoolsireland.org/(19/10/ 2012) [6] Denver green school (2012). Seeding the future. Retrieved from http://www.denvergreenschool.org/about-us (21/10/2012) [7] Green school Bali (2012).welcome to green school on earth. Retrieved from http://www.greenschool.org/ (22/10/2012) [8] Ecoliteracy (2012).green school. Retrieved from http://www.ecoliteracy.org/ (30/11/2012) [9] Ontario eco-school (2012). About Ontario ecoschools. Retrieved from http://www.ontarioecoschools.org/(1/12/201 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 free b. Graffiti-free c. Junk- free d. Waste-free e. Any other .. 3. To maintain school campus clean and green, we have taken the following activities: a. Fixed the dustbin b. Have enough pit c. Mass cleaning routine in the morning and evening d. Maintain flower garden e. Involve student in gardening f. Involve student in tree plantation g. Any other:. 4. To improve the creativity and innovative idea of the students, school encourage the following activities: a. Waste management contest b. Waste recycle contest c. Waste creative and innovative contest d. Productive use of waste exhibition e. Any other: 5. How is your curriculum implemented? a. Ensure curriculum is implemented as per the lesson plans b. Take up actual classroom teaching using examples c. Monitor classroom management through observation of classroom set up and student behavior d. Identify areas for professional development through observations and assessment e. Ensure the required minimum of 180 instructional days in a year f. Ensure the use of variety of teaching strategies and resources g. Any other .. 6. To improve relationship between school and community, school engage in: a. Community mass cleaning b. Parents involvement in school improvement c. Parents involvement in disciplinary issues d. Community involvement in 2nd June for tree plantation e. Community involvement in school surrounding maintenance f. Any others International Journal of Business Intelligents (IJBI) www.ijbui.com 323

Indo-Bhutan International Conference On Gross National Happiness Vol 02, October 2013 Pages: 314-324 7. To conserve and promote the culture in the school, we encourage a. Students to speak in Dzongkha within school campus b. Students to participate in traditional games and sports c. Students to take part in traditional dance and songs during cultural program d. 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 mindfulness b. Daily evening prayer c. Invite spiritual leaders for blessings d. Any other 9. To inculcate the morality in students, we a. Infuse Value Education b. Conduct Driglam Namzha ( custom and traditional practices) class c. Conduct student orientation program regarding rules and regulations in the school d. Conduct parent- teacher meeting e. Career Counselling 10. What are your future plans?.......................................................... Name of School: Name of Respondent (Designation):

Thank You Very Much!!!

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