October 3, 2017 at 8:14 am #165081
1. Educators in the Pygmalion role<
The Bhutanese teachers not doing well would mean that your Excellency not doing well. This is your Excellency’s statement of wisdom (Norbu Wangchuk, 2002 p. July 2002. Vol I. Zinchong Rigphel). It is studied in your literature: Educator in the Pygmalion role; your legendry mathematical Horse Han; Rosenthal intelligent rats, Eliza Doo little’s behavior was determined by treatment. “If the subordinates are not doing well in their jobs, the problem could well be the boss himself. (Norbu Wangchuk, 2002 p. 31).
So, what is your Excellency’s expectation that determines the performance of the employees?
2. State of the arts versus state of realities
Reference to the Education Blue print on the 8 shift which has been recommended (Ministry of Education, 2014) aligns to that of the Bhutanese Vision of Education. And the way that is functional with the strategies of Central School, English Language Proficiency Test, Shakespearean Drama brought to life, Transformative Pedagogy and Teachers Recruitment Drive with M.Ed qualification claimed to have created a blood pressure. The so much of it appreciated is correlated with the confusion. While your Excellency is claimed by many that you create a state of arts with the Pygmalion effect but will miss the realities as the next government is: WHOSE Government is next government?
3. Tired of Apple Polishing your Boss? Try something new
Holding your Excellency’s view on the leadership that we are tired of apple polishing the boss (Norbu Wangchuk, 2002 pp. Zinchog, Rigphel, RIM), how do you rate the office leadership? Are the educational ministry officers still holding the portfolio of bureaucratic of not reachable and untouchables? Have you leadership of humbleness distilled to the subordinate officers the essence of educational leadership?
Norbu Wangchuk (2002) states of the omnipresent ‘yes boss’ who will stick like the summer leech to you. He is the quickest to pull the chair for you. Any missing information would be blurted out from his mouth in lightening speed; wish you as boss a dozen times in a day shoving aside the personal secretary and the security. One rushes to open the car door, straighten your kabney and Patang. There is nothing for him that he disagrees with you. Everything that you do and say has achieved perfection bringing the James Baldwin’s King Canute back to life in your Excellency.
I am sure your Excellency leadership is not bringing sycophancy of leadership which would lead to mass exodus of teachers from the school. Our teachers have the dignity of what we are and the officials at the Ministry should not think differently that we are useless, careless and not able teachers. We are at times “cared less, used less and notable teachers” for the good of the country in our own way. Give us a hope and we will do it.
4. Are we not happy with our education?
As PIZZA would be junk food so could PISA be for the Bhutanese Education Assessment. While we are appreciated by many for our education for anchoring our education system based on the Bhutanese rich heritage and humanistic values. Would PISA, not intervene the very fabrics, of Bhutanese ways of learning?
I am a teacher asking these questions to your Excellency:
I. We have two or three ways of learning (Vontobel, Roy, 1989)
II. Why do your force your way (Fingarsan, 1998).
Many of us live in the “web one generation”, currency and custodian of the tape recorder and radio created a stereotype mindset that we have had best system of education. Our Bhutanese generation lives in “web Three” (Thomas, 2005). Education lives with time and the evaluation of quality has to be survival of the generations and the earlier generations cannot undermine the way children are learning. Bhutanese children are on Web three living with You tube, face book and Goggles. Some of us think like tape recorder and states it is the best. Bhutanese learners are already with VLE and the internet generation.
5. PISA or PIZZA education
On having the Bhutanese with Programme International Students Assessment (PISA), focus is on science and mathematics, aligning to economic and social lives, creating a nation’s hiccup. The Organization for Economic Co-operation and Development (OECD) objectives stands differently from what Bhutanese Education vision which stands with the humanity.
Bhutan Broadcasting Services (BBS, Penal Discussion, 23rd September, Ugyen Penjor) on school principals from Thimphu school, policymakers, and teachers questioned the assessment information to create better opportunities for student learning. PISA is to fuel improvement and accountability for the Bhutanese education systems. The assessment of reading, mathematics and science as key foundation skills which the Bhutanese students were just at the margin to the level of ONE as stated in the study (Gembo Tshering, 2012). PISA is now incorporating some of the broader cognitive, social and emotional competencies which suit the context. But PISA has its own share of its wolf clothing which the Bhutanese educators felt and Educator like (Robinson, 2015) :
“PISA has the world’s most trusted league tables for “squeezing out” other more creative subjects. Pisa’s focus on just three subjects is to the detriment of other, more creative areas, which are being “squeezed out. Nowadays, countries tend to scrutinize each other’s education policies like their defense policies. It’s mainly about literacy, numeracy and science, and of course these are very important. But the upshot is a lot of other very important areas of education, that matter just as much, are being squeezed out.”
Bhutanese schools focus on the GNH education (Ministry of Education, 2014 p. Blue print) remains a paradox seeing the Korea’ PISA, as the world’s top producer of unhappy school children.
The OECD, the Paris-based international think tank, the South Koreans students far above average in math and reading, as measured by the percentage of students but one measure of education where Korea is at the bottom of the list: happiness. Many Korean students are miserable, especially in high school, as they prepare for the highly competitive College Scholastic Ability Test (Robinson, 2015) and similarly the Aljazeera (2013, 8th December) reports
“South Korean students wracked with stress. Korea has one of the best education systems in the developed world, but student suicide rates remain high.”
In Bhutan, we respect our teachers as human, parents as human and incase PISA might make our teachers the “teaching machine” and the parents as “tiger moms and dads.” The Bhutan education might turn into heartless industries and (Beeby, 1966) education system of memorization would be back, the ill teachers and ill education is back in the digital age. And the schools bring alive so many (Dickens) Oliver Twist. Let Bhutan be a happy, small nation where time takes care of its development and we the teachers of Bhutan will commit with our heart and soul for we love our country.
Beeby, CE. 1966. The quality of education in the developing countries. Harvard University Press : Harvard University, 1966.
BEEBY, CLARENCE EDWARD. 1999. The quality of education. Paris : UNESCO, 1999.
Challenges for PISA. RELIEVE. Schleicher, Andreas. 2016. http://dx.doi.org/10.7203/relieve.22.1.8429, s.l. : http://dx.doi.org/10.7203/relieve.22.1.8429, 2016, Vol. http://dx.doi.org/10.7203/relieve.22.1.8429.
Fingarsan, Frank. 1998. Why do force your way? s.l. : Education Mantoba, 1998.
Ministry of Education. 2014. Bhutan Education Blue Print (2014-2014). Thimphu : Ministry of Education, 2014.
Norbu Wangchuk. 2002. Managers in the Pygmalion role. Thimphu : Zinchong Rigphel, 2002.
Renwick, W.L. 1999. Beeby Clarence Edward 1902–1992. Paris : UNESCO:International Bureau of Education, 1999.
Robinson, Ken. 2015. Creative school. London : Penguin Random house, 2015.
Thomas, Friedman. 2005. The world is flat. s.l. : Picador, 2005.
Vontobel, Roy. 1989. Two ways of knowing. 1989, p. 2 to 4.October 24, 2017 at 8:27 am #165940
yes, off course i totally agree with your opinion.
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