Student Leaders Champions Community Plans

Background

The Bhutan Centre for Media and Democracy (BCMD) is a values-based organisation that emphasises on enabling the full potential of humans, to exercise agency by strengthening citizen voice and actions that promote public or societal interests. This is key to achieving the Centre’s vision of realising, “A vibrant democracy  where citizens are engaged and proactive,” and democracy is nurtured through civic engagement, public discourse and media literacy. 

Empowering accountable, active and responsible citizens is therefore one of the key programme areas of the centre, and within this programme area, the youth–empowerment programme takes centre-stage. The need for making policy and decision-making more inclusive of young people’s voices have been increasingly voiced by children and youth across all age ranges, and is crucial in fostering a better understanding of their rights as well as their duties and responsibilities in promoting growth and development. Thus, youth can play an important role to champion not only their needs but even that of their family and community in the planning, policy and decision making in their respective communities. In order to do so, they need to possess the capacity to engage with Local and Central government officials to enble growth and development in their communities. 

A structured approach to ensuring sustainability of the interventions has to also be pursued for both efficiency and effectiveness. The centre has adopted the capacity building of the youth leaders through using the school system and involvement of teachers (Training of Trainers) in driving understanding and implementation of participatory and inclusive needs-based planning as the first step. Following this, the teachers in turn carry out step-down programmes in their respective schools with  a larger group of students to benefit from this empowerment programme.  

The following are the events that have been undertaken in Tsirang Dzongkhag (District):

• Training of Trainers on Nurturing Student Representatives

  A four-day Training of Trainers workshop on Nurturing Student Representatives was organised from May 6th to 9th to educate and empower teachers in fostering democratic values such as fairness, responsibility, transparency, and accountability in schools. This workshop, part of the project "Capacitating the Local Government and Citizens to Strengthen People-Centred Planning," aimed to deepen teachers’ understanding of democratic principles and integrate them into their daily teaching practices.
  
  A significant takeaway from the workshop was the realisation that democracy extends beyond merely voting and elections; it encompasses inclusive decision-making processes that begin in the classroom, encouraging every student to voice their opinions and be involved in decisions that affect them. The workshop emphasised the importance of these core values, highlighting their essential role in creating a just and equitable school environment where everyone is treated with respect and given equal opportunities to participate. Participants shared current practices of democratic culture within their schools, such as elections for captains through free and fair processes and granting full ownership to student leaders for organising events like Teachers’ Day. However, they acknowledged significant areas for improvement in fostering a democratic culture.
  
  One participant pointed out a crucial oversight: student representatives are often excluded from key policy-making meetings. This exclusion undermines the democratic principle of inclusive participation and indicates a need for schools to involve students in all decision-making processes, especially those directly affecting them.
  
  The workshop also surfaced critical issues related to the authority and decision-making practices of school principals. Participants expressed concerns about the need for more balanced and democratic frameworks within schools, prompting discussions on how to achieve this. The session on transparency highlighted its importance, linking it with honesty and accountability. One participant noted the lack of transparency in their school, particularly regarding the sharing of meeting minutes, suggesting a broader issue within school cultures where information flow and accessibility are limited. Transparency should be a cornerstone of school administration, ensuring that decisions and their rationales are openly communicated to those affected.
  
  Several participants shared positive examples of transparency from their schools, discussing the inclusion of financial reviews in monthly meetings and sharing assessment reports with parents. These practices illustrate practical steps toward greater transparency and can serve as models for other schools to adopt and expand upon.
  
  The workshop reinforced the importance of teaching democratic values to students. It was emphasised that to be a good citizen, one should possess components such as fairness, responsibility, and transparency, ultimately contributing to the country's peace. Teaching these values is essential for nurturing responsible citizens. The workshop reiterated that instilling these values is as important as academic teaching.
  
  Teachers developed action plans to nurture democratic values among students, preparing them for active citizenship. The inclusion of student voices in decision-making processes was a key outcome, along with a recognition of the need for greater investment in primary education and Early Childhood Care and Development (ECCD) programs. The importance of cultivating democratic skills, such as fairness in students, was emphasised, highlighting that democracy starts from the classroom.
  
  Step-down training programs conducted in schools following the ToT aimed to instil democratic values among students. Students learned about the importance of fairness, responsibility, and transparency in creating a supportive and inclusive environment.
  
  Step-Down Training Programs for Nurturing Student Representatives
  
  The step-down training programs conducted at Sergithang, Rangthaling, Mendrelgang, and Doonglagang Primary Schools aimed to cultivate democratic values, inclusivity, and participatory skills among students and teachers. By focusing on principles such as fairness, responsibility, accountability, and transparency, the training fostered a deeper understanding of democracy beyond voting.
  
  Students reflected on how transparency and fair treatment contribute to a supportive environment. For instance, one student realised that democracy includes personal accountability, while another emphasised the importance of openness and honesty in building an inclusive school environment. Students at Sergithang highlighted the roles of personal responsibility and active listening in a democratic culture, echoing sentiments from other schools about the significance of fair treatment and shared decision-making.
  
  These training sessions also played a crucial role in preparing students for leadership roles within their schools. For example, school captains at Mendrelgang gained clarity on their responsibilities as democratic representatives, while students at Rangthaling learned how to actively participate in school governance through open communication and civic responsibility. Teachers noted that fostering these values helps build more supportive and fair school communities. Ultimately, the step-down training empowered both students and staff to embrace and uphold democratic values in their day-to-day activities.
  
  Training of Trainers on Asset-Based Community Mapping
  
  A four-day ToT workshop on Asset-Based Community Mapping from July 23rd to 26th brought together 30 teachers from nine different schools in Tsirang District. The objective was to provide participants with the necessary skills to identify community assets, engage with community members, and harness these resources to tackle local challenges.

  Participants experienced a shift in mindset, recognizing the importance of stepping beyond traditional teaching roles to become active members of their communities. They learned that community mapping involves identifying the strengths within the community and leveraging them to address challenges. This realisation emphasised the need to extend their contributions beyond their roles as teachers. Many noted that this immersive workshop transformed their outlook on their local communities, revealing the incredible diversity of assets that exist beyond academic teaching confines.

  There has been a clear commitment to action, with participants outlining their intentions to actively engage in community activities and extend their contributions beyond the classroom. They expressed a desire to participate in community meetings and prioritise urgent and important issues effectively.

  The workshop underscored the shared responsibility in addressing community matters and emphasised the importance of establishing collaborative partnerships with relevant stakeholders. Participants recognised that implementing this knowledge could open up funding opportunities beyond sole reliance on government resources. They acquired valuable skills to identify and reinforce community resources, utilise data to address issues, and create avenues for change that foster a sense of ownership and empowerment.
  
  Enthusiasm for knowledge transfer was evident, with many participants eager to share their newfound insights with colleagues, highlighting that exploring available resources could contribute significantly to community development.
  
  Overall, the workshop underscored the profound impact of empowering participants to adopt a more active role in community development and engage in collaborative efforts to drive positive change.
  
  The training also emphasised the importance of collaboration between different stakeholders in the community. At Mendrelgang, the participants were motivated to work together to create a safer path for students with mobility challenges, partnering with the Bhutan Ability Society. Similarly, at Sergithang and Doonglagang, students and teachers reflected on the power of identifying community strengths and resources, with many participants expressing newfound confidence in their ability to contribute to local development. Across the schools, the training fostered a sense of ownership and resourcefulness, with participants ready to continue identifying and mobilising assets to tackle local challenges.
  
  As a next step, students and teachers are preparing local action plan proposals to implement community-driven solutions in the fourth quarter of the year, further reinforcing the long-term impact of the programme.
  
  NOTE- *The names of the schools and organisations are used with permission*

Links:

• Facebook
• YouTube
• Website