Roar of the Thunder Dragon: the Bhutanese Audio-visual Industry and the Shaping and Representation of Contemporary Culture

The Bhutanese audio-visual industry plays a critical and important role in the creation of cultural products, which are consumed by the masses. The industry's significant role in the preservation and promotion of culture is worthy of state support. Although comprehensive data is not available on the industry, available data and anecdotal evidence prove that the industry is growing and playing its own role in shaping and representing contemporary culture in Bhutan

Environmental Management / Designing and Evaluating Bamboo Harvesting Methods for Local Needs: Integrating Local Ecological Knowledge and Science

Abstract in dt. Sprache nicht vorhandenDendrocalamus hamiltonii, a large, clump-forming bamboo, has great potential to contribute towards poverty alleviation efforts across its distributional range. Harvesting methods that maximize yield while they fulfill local objectives and ensure sustainability are a research priority. Documenting local ecological knowledge on the species and identifying local users\u2019 goals for its production, we defined three harvesting treatments (selective cut, horseshoe cut, clear cut) and experimentally compared them with a no-intervention control treatment in an action research framework. We implemented harvesting over three seasons and monitored annually and two years post-treatment. Even though the total number of culms positively influenced the number of shoots regenerated, a much stronger relationship was detected between the number of culms harvested and the number of shoots regenerated, indicating compensatory growth mechanisms to guide shoot regeneration. Shoot recruitment declined over time in all treatments as well as the control; however, there was no difference among harvest treatments. Culm recruitment declined with an increase in harvesting intensity. When univariately assessing the number of harvested culms and shoots, there were no differences among treatments. However, multivariate analyses simultaneously considering both variables showed that harvested output of shoots and culms was higher with clear cut and horseshoe cut as compared to selective cut. Given the ease of implementation and issues of work safety, users preferred the horseshoe cut, but the lack of sustainability of shoot production calls for investigating longer cutting cycles

Concept Mapping Strategy in Teaching Learning Economic Concepts and Perception of Students on Teaching Learning Economic Concept Through Concept Mapping

This study aim to investigate the effect of using concept mapping in teaching learning process for teachers and students. The study was carried out in XI Arts at Dechencholing Higher Secondary School under Thimphu Tromde, Bhutan with 35 students. The study was a mixed method. The quantitative data collected through class (pretest and posttest) test were analyzed and interpreted using descriptive statistics such as mean and standard deviation, and inferential statistics such as t-test and level of confidence and statistical significance. The qualitative data collected though observation of group works and presentation, and group reflective journal were analyzed by coding and thematic analysis was drawn to analyze the data. The findings showed concept mapping plays an important role in teaching learning process and has positive opinion towards concept mapping usage. It enhances descriptive ability, understand and help to remember concepts, build confidence and enhance active participation in the classroom. However, all concept cannot be taught through concepts mapping. It is also not always easy to construct all concept map. Teacher should encourage students to continue with concept mapping before students master the technique of concept mapping.KeywordsConcepts, Concept Mapping, Test, Teacher, Teaching Learnin

The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan

This research investigated Bhutanese middle secondary science teachers’ ICT knowledge, skills, perceptions and attitudes, patterns of ICT use, and associated factors linked to effective ICT implementation in their classrooms. The study was based on the hypothesis that the use of ICT in secondary science education in Bhutan was affected by the teachers’ attitudes and perceptions towards the use of ICT; their knowledge and skills related to ICT; their TPACK and the barriers associated with effective implementation of ICT. The research was primarily an exploratory study accommodating a post-positivist approach employing mixed design of both quantitative and qualitative approaches. A questionnaire survey on a sample of middle secondary science teachers was the quantitative study. Case studies of eight schools consisting of their historical background and performance records, semi-structured interviews with eight science teachers from these schools and focus group of students from three of these schools formed the case studies. The survey questionnaire targeted 189 middle secondary science teachers from a total of 63 middle secondary schools and secured a response rate of 85.7%. The survey questions covered patterns of ICT use in daily life, interest in ICT, confidence in using ICT and application of ICT in science teaching. A set of Technological Pedagogical and Content Knowledge (TPACK) questions (Mishra & Kohler, 2009) were also included to test the level of ICT integration achieved by these teachers. The findings showed that overall, the teachers possessed moderate levels of ICT knowledge and skills; very few ICT elements were used in the teachers’ daily life, and still less were employed in science teaching due to lack of confidence. Although teachers had positive perceptions and attitudes regarding use of ICT in teaching science, many could not fully utilise ICT due to personal and institutional constraints. Teachers were found to use various ICT tools dependent upon their personal competence and confidence. ICT trained teachers used more tools and engaged with more innovation in the classroom, whilst teachers with low ICT competency and confidence exhibited little integration. ICT trained teachers also helped the school management in developing administrative facilities that engaged ICT, and they also involved students in using ICT presentations. Specialised ICT teachers facilitated innovative uses of ICT such as: interactive student-centred teaching; enhanced collaborative student work; improved problem-based and project-based learning. These teachers also shared their ICT knowledge and skills with other colleagues. Schools with a poor ICT resources often provided less time for professional engagement and therefore, inhibited the implementation ICT in classrooms. Based on these findings, the research recommended the government to increase funding for ICT in schools to provide: more computer laboratories and extend the professional development opportunities for both pre-service and in-service science teacher contexts. More extensive research covering other types of educational institutions, more student-focused research, comparison of teacher and student perceptions and linking performance with ICT use were some new research areas suggested for future. The limitations of sample size and sampling method and difficulties encountered in interviews using social sites in recording the proceedings were two main limitations identified in this study. The sampling and size limitations could affect generalisability of the findings beyond the context of this research

Peer mentoring: A professional development tool for teachers in Bhutan

Teacher professional development is important to provide ongoing opportunities for teachers to enhance their teaching and learning practices. This study investigated ways in which peer mentoring may support the development of a professional learning community among beginning and experienced teachers in Bhutan. A social constructivist perspective framed the approach to peer mentoring which encouraged both beginning and experienced teachers to use evidence from classroom observations and engage in social interaction during the post-lesson discussions. The study used qualitative methodology to explore and understand the teachers’ authentic experiences of peer mentoring. The participants were four groups of three teachers (two beginning and one experienced) working in four different schools in Bhutan. Multiple data sources included pre-peer mentoring survey, semi-structured interviews with the teachers, observation notes maintained by the participants and researcher’s onsite observation notes. The findings confirmed that peer mentoring provided opportunities for teachers to collaborate, discuss and share new ideas with each other. In addition, observations and discussions helped teachers analyse and refine their teaching and learning practices. Initially some beginning teachers found it difficult to provide feedback to the experienced teacher in their group but over time the observation tool and collegial discussions enabled them to provide feedback. The peer mentoring enabled beginning teachers to be more confident in their practices and provided opportunity for experienced teachers to rethink their teaching and learning practices. The findings also highlighted inherent challenges related to managing classes for observations and time constraints for post-lesson discussions. For the groups that met regularly, mentoring as a school-based professional development provided opportunities to share knowledge, resources and improve collegial support. This offered possibilities for creating an effective learning environment that supported instructional development and helped in building a professional learning community

A situational Analysis of the faculties’ Industrial Attachment programme at public Technical Training Institutes (TTIs) in Bhutan

The study was conducted in three Technical Training Institutes (TTIs) in Bhutan. The objective of the study was to investigate the challenges facing industrial attachment as a learning experience for automobile faculties. The population of the study involved all the faculties of TTIs namely Ranjung, Thimphu and Samthang. However, the researcher used a sample size of 64 respondents (purposive sampling) for the study. The data was collected from the respondents through a research-designed survey questionnaire administered through the Online Google Form. Nonetheless, 58 questionnaires were received. The validity and reliability of the instruments were determined by pre-testing the instruments before taking into consideration for analysis. The data collected was analysed using SPSS software. Cronbach‐Alpha analysis was used to determine the reliability value of data. And the value of pre-test data was calculated at 0.788. The findings of the study concluded that the faculties of the three automobile institutes expressed high satisfaction with the program objectives, the usefulness of the program, adequacy of knowledge and skills acquired through the program. However, the study also concluded that the challenges they faced compromised the quality of engagement and meaningful learning experience. In this context, the researcher recommended that industrial attachment must be planned and implemented as a genuine learning experience right from the start. This could be done by allocating adequate funds to support the faculties\u27 interns and, enable the Technical Vocational Education and Training (TVET) institution to maintain the relevancy of the attachment program and the industry. The immediate attachment supervisors of the industries should also be trained to deliver quality training and education to the faculties during the industrial attachment. This calls for a closer and synergized working relationship between the TVET institutions and the industries so that effective and uncompromised industrial attachment is ensured.&nbsp

Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks

Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan

Trends in prevalence and correlates of tobacco use among school-going adolescents in Bhutan: A secondary data analysis of the 2004-2019 Global Youth Tobacco Survey

聖路加国際大学修士(公衆衛生学)2023thesi