Papers by Wangpo Tenzin
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International Journal of Science Education, 2012
Science education in a developing country is pivotal in the developmental process. Bhutan, like o... more Science education in a developing country is pivotal in the developmental process. Bhutan, like other developing countries, places great importance in institutionalising a relevant and challenging science curriculum for all of its school-aged children. A number of factors have made the review of the science curriculum in Bhutan a priority including international debates about scientific literacy and the changing time
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MOE& REC, 2019
Nutrition and WASH is imperative for the healthy life of people. Extensive implication is faced b... more Nutrition and WASH is imperative for the healthy life of people. Extensive implication is faced by people of developing countries like Bhutan. Bhutan responds to the dilemma through the integration of nutrition and WASH education in school curricula in collaboration with UNICEF Bhutan. Towards enriching the process, an experiential learning program was organized to Cambodia and WFP Bangkok.
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Environmental conservation is one of the pillars of Gross National Happiness, for environment bei... more Environmental conservation is one of the pillars of Gross National Happiness, for environment being central to the wellbeing of all living, including the health of the environment. This textbook is to educate learners of about the environment and means of using and conserving the environment for today and tomorrow
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Environmental Education in Context
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REC, 2013
Bhutan is a beautiful small Himalayan country, the birth place of Gross National Happiness, which... more Bhutan is a beautiful small Himalayan country, the birth place of Gross National Happiness, which transcended to World Peace Day. Though Shangrila by virtue of its topographical feature and its biodiversity conservation efforts, it is imperative for Bhutan to sustain the environmental conservation if GNH is to prevail and effect the lives of Bhutan and the world. Therefore the need for introduction of environmental science in school curricula was perceived. Towards this, a situational analysis of environmental education was conducted to gauge the strength and gaps in the environmental education in school in Bhutan with Royal Society for Protection of Nature (RSPN) through the Bhutan Trust Fund for Environment Conservation (BTFEC) funding in 2013.The report recommends a separate subject for greater focus in terms of environmental knowledge, skills and developing positive attitudes and values for the environment. Thus, the Environmental Science curriculum was introduced as an optional subject in collaboration with RSPN, BTFEC, NEC, Save the Children Bhutan.
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REC, 2018
Environment conservation is the priority and not the choice for Bhutan, for it being landlocked c... more Environment conservation is the priority and not the choice for Bhutan, for it being landlocked country on a precarious geographical topography. Majority of its population depend on the environment for livelihood, and spiritual and cultural wellbeing.
It is the government priority to conserve 60% of land of forest for healthy environment for years to come. Towards this, it is the obligation of the education faculty to join the hands with other agencies to conserve the nature and the environment. Youths of today are exposed to experiential learning on environment that transcend the four walls of the classroom is an imperative.
The EE plan is a roadmap for the environmental programs for schools in Bhutan, which also serves as means to explore collaboration in our initiative in this arena.
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Drafts by Wangpo Tenzin
Background With the inception of New Approach to Primary Education (NAPE) in 1986, the aspects of... more Background With the inception of New Approach to Primary Education (NAPE) in 1986, the aspects of science for Classes PP to III is being integrated into the Environmental Studies, now taught in Dzongkha. The Science for primary classes is being taught through General Science Curriculum, while the sciences from classes VII to XII remained as three separate science disciplines namely, Physics, Chemistry and Biology. In line with the NAPE at the primary level, the Sciences for Classes VII to VIII were revised to integrate the essential concepts from the three disciplines of sciences to an Integrated Science since 1999. However, over the years, serious concerns and reservations were expressed by all the clients on the science curricula in schools. One of the concerns relating to the inadequacy of school curricula to prepare students to the world of work was discussed at various forum.
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Conference Presentations by Wangpo Tenzin
Report, 2015
People use chemical of various types oblivious of the impending impact of their lives and the env... more People use chemical of various types oblivious of the impending impact of their lives and the environment. The worst of its use is to destroy and harm others.
Being aware of the implication, education on prohibition of chemical is paramount to peace and happiness of the world. The GNH of Bhutan resonates this ideology for the happiness of people and promote the coexistence with the environment.
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Science, Technology and Innovation Policy Development Training Workshop Report, 2019
There is consensus that education is a means of social equalizer for the world's human race. Thro... more There is consensus that education is a means of social equalizer for the world's human race. Through its paraphernalia of knowledge and skills development grounded on the fundamental values and believe systems, people of all castes, races and economic status are empowered to pursue their dreams and aspiration for peace and harmony in the community and they become enterprising and successful in their lives. Science, technology and innovation (STI) is generally recognized as one of the key drivers in every human endeavors, domestic or economic activities. Notably, the world perceives STI as tools for poverty eradication and as essential driver for helping the world to achieve the Sustainable Development Goals (SDGs). Making STI work for society is not a straight forward endeavor; appropriate STI policy frameworks and participatory forms of governance need to be developed and reinforced (UNESCO
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Books by Wangpo Tenzin
Book, 2018
Climate change is becoming reality. Bhutan though carbon neutral is not spared of the impact of t... more Climate change is becoming reality. Bhutan though carbon neutral is not spared of the impact of the climate variation.
This has direct implication on the farmers of Bhutan, whose livelihood depends on agricultural farming. This framework is to respond to sensitivity of the climate change through training of farmers in Bhutan.
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REC, 2018
Environmental conservation is one of the pillars of Gross National Happiness, for environment bei... more Environmental conservation is one of the pillars of Gross National Happiness, for environment being central to the wellbeing of all living, including the health of the environment.
This textbook is to educate learners of about the environment and means of using and conserving the environment for today and tomorrow
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Talks by Wangpo Tenzin
Curriculum Development Principles and Ideas for Bhutan, 2019
There is a general perception across general public that "Curriculum has high stake to the state ... more There is a general perception across general public that "Curriculum has high stake to the state of the Nation." Future citizens are better groomed and molded to good human beings through education driven by sound and trans-formative curriculum. Therefore, diverse social issues in the society are attributed to efficacy of school curricula in Bhutan.
In this context, a presentation on the curriculum development principles and ideas was sought by the committee from the National Council of Bhutan. This presentation was proven informative for law and policy makers towards planning way-forward and transform curriculum and education apt for the 21st Century world.
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Papers by Wangpo Tenzin
It is the government priority to conserve 60% of land of forest for healthy environment for years to come. Towards this, it is the obligation of the education faculty to join the hands with other agencies to conserve the nature and the environment. Youths of today are exposed to experiential learning on environment that transcend the four walls of the classroom is an imperative.
The EE plan is a roadmap for the environmental programs for schools in Bhutan, which also serves as means to explore collaboration in our initiative in this arena.
Drafts by Wangpo Tenzin
Conference Presentations by Wangpo Tenzin
Being aware of the implication, education on prohibition of chemical is paramount to peace and happiness of the world. The GNH of Bhutan resonates this ideology for the happiness of people and promote the coexistence with the environment.
Books by Wangpo Tenzin
This has direct implication on the farmers of Bhutan, whose livelihood depends on agricultural farming. This framework is to respond to sensitivity of the climate change through training of farmers in Bhutan.
This textbook is to educate learners of about the environment and means of using and conserving the environment for today and tomorrow
Talks by Wangpo Tenzin
In this context, a presentation on the curriculum development principles and ideas was sought by the committee from the National Council of Bhutan. This presentation was proven informative for law and policy makers towards planning way-forward and transform curriculum and education apt for the 21st Century world.
It is the government priority to conserve 60% of land of forest for healthy environment for years to come. Towards this, it is the obligation of the education faculty to join the hands with other agencies to conserve the nature and the environment. Youths of today are exposed to experiential learning on environment that transcend the four walls of the classroom is an imperative.
The EE plan is a roadmap for the environmental programs for schools in Bhutan, which also serves as means to explore collaboration in our initiative in this arena.
Being aware of the implication, education on prohibition of chemical is paramount to peace and happiness of the world. The GNH of Bhutan resonates this ideology for the happiness of people and promote the coexistence with the environment.
This has direct implication on the farmers of Bhutan, whose livelihood depends on agricultural farming. This framework is to respond to sensitivity of the climate change through training of farmers in Bhutan.
This textbook is to educate learners of about the environment and means of using and conserving the environment for today and tomorrow
In this context, a presentation on the curriculum development principles and ideas was sought by the committee from the National Council of Bhutan. This presentation was proven informative for law and policy makers towards planning way-forward and transform curriculum and education apt for the 21st Century world.
Bhutan responds to the dilemma through the integration of nutrition and WASH education in school curricula in collaboration with UNICEF Bhutan. Towards enriching the process, an experiential learning program was organized to Cambodia and WFP Bangkok.
The GCED concepts and values also complement with that of our Gross National Happiness (GNH) philosophy. Like elsewhere, GCED in Bhutan is best perceived in context to GNH. In other sense, GCED can strengthen our endeavor on Educating for GNH.
The project is carried out under the technical guidance and financial support of UNESCO, Bangkok till to the stage of final presentation of the document in Bangkok in June 2019
The GCED concepts and values also complement with that of our Gross National Happiness (GNH) philosophy. Like elsewhere, GCED in Bhutan is best perceived in context to GNH. In other sense, GCED can strengthen our endeavor on Educating for GNH.