International Faculty Development Programme (Immersion Programme) Day 2 Report – 14 March 2026 (Saturday)

 

1. Introduction

The second day of the International Faculty Development Programme (Immersion Programme) at Pandit Deendayal Energy University provided participants with an in-depth orientation to the programme structure and exposed them to India’s educational practices and cultural heritage. The activities on this day were designed to familiarize participants with the university environment, introduce institutional facilities, and provide opportunities to observe teaching practices in local schools. Additionally, the programme integrated cultural learning through exposure to traditional crafts and local markets.

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2. Morning Session: Registration and Orientation

The day began with breakfast at the High Rise Hostel from 7:30 a.m. to 8:30 a.m. After breakfast, participants arrived at the PDEU campus at 8:30 a.m. and proceeded to the registration desk in C Block. The registration process ensured that all participants were formally enrolled in the programme and provided with necessary materials.

Participants were warmly welcomed by the university team through a traditional Tika blessing, a gesture symbolizing goodwill and respect in Indian culture. Each participant was also presented with a welcome bag containing programme materials and essential information.

The Orientation Session, held from 9:00 a.m. to 9:30 a.m. in the Board Room (First Floor, C Block), provided an overview of the International Faculty Development Programme. The session covered several key aspects including:

• Objectives and structure of the Faculty Development Programme

• Important safety measures to be followed during the programme

• Introduction to the campus layout and campus map

• Identification of key university officials and coordinators

• Overview of IT infrastructure and digital facilities available for participants

• Information about library resources and academic support services

This orientation was essential in helping participants understand the academic environment and operational framework of the university.

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3. School Visit and Educator Session

From 9:30 a.m. to 1:00 p.m., participants engaged in School Visit 1 along with School Educator Session 4, which focused on “Engaging with India’s Rich Cultural and Educational Values, Mental and Physical Well-being, and Value-Based Education.”

The session provided practical exposure to classroom teaching practices within the local school system in Ahmedabad. Participants observed classroom interactions, teaching methodologies, and student engagement strategies used by Indian educators.

Key learning aspects included:

• Integration of cultural values within classroom teaching

• Emphasis on holistic development, including both mental and physical well-being of students

• Use of value-based education to nurture ethical awareness and social responsibility

• Opportunities for interaction with teachers and students, enabling participants to exchange ideas and perspectives on educational practices

This experience allowed participants to compare pedagogical strategies and reflect on how cultural contexts influence teaching and learning approaches.

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4. Lunch Break

A lunch break was scheduled from 1:00 p.m. to 2:30 p.m., allowing participants time for rest, informal discussions, and networking with fellow educators. Such interactions contributed to professional exchange among participants from diverse academic backgrounds.

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5. Cultural Exposure: Visit to Ahmedabad Haat

In the afternoon, from 2:30 p.m. to 4:30 p.m., participants visited Ahmedabad Haat, located near Vastrapur Lake in Ahmedabad.

Ahmedabad Haat serves as a vibrant marketplace dedicated to promoting rural artisans, handloom weavers, and handicraft makers. The venue showcases the rich heritage and traditional craftsmanship of the state of Gujarat.

During the visit, participants observed a wide variety of:

• Handloom textiles

• Traditional handicrafts

• Folk art and decorative items

• Cultural products representing regional identity

This visit offered an opportunity to appreciate the cultural and artistic traditions of India, highlighting the importance of preserving indigenous craftsmanship and supporting rural artisans.

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6. Reflection and Learning Outcomes

The second day of the immersion programme was highly informative and enriching. The orientation session provided essential guidance about the programme and university facilities, ensuring that participants were well-prepared for the upcoming academic activities.

The school visit offered valuable insights into Indian classroom practices, particularly the emphasis on cultural values, student well-being, and holistic education. Observing these practices encouraged participants to reflect on their own teaching methods and consider ways to integrate similar value-based approaches in their educational contexts.

Furthermore, the visit to Ahmedabad Haat deepened participants’ understanding of the cultural heritage of Gujarat, demonstrating how education and culture are closely interconnected in shaping societal values.

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7. Conclusion

Overall, Day 2 of the International Faculty Development Programme successfully combined academic orientation, professional learning, and cultural exposure. The experiences gained through institutional interactions, classroom observations, and cultural visits contributed significantly to broadening participants’ perspectives on education and cultural diversity.

The day concluded with participants gaining a deeper appreciation of the educational philosophy and cultural richness of India, setting a strong foundation for the subsequent sessions of the immersion programme.

Journal Report: Day 1 of the Immersion Program at Pandit Deendayal Energy University, Ahmedabad, Gujarat, India

 Date: 13 March 2026

Day 1 of my immersion program began with an international journey from Paro International Airport in Paro, Bhutan. I travelled on Bhutan Airlines from Paro to Delhi via Kathmandu. Although the trip was planned carefully, the journey experienced unexpected delays which made the first day both challenging and memorable.

Bjagoe Menchu of Gasa, Bhutan: An Interdisciplinary Interpretation of Indigenous Healing Knowledge and Possible Scientific Explanations

 Abstract

Bjagoe Menchu, a sacred medicinal water source located in Gasa, Bhutan, is deeply embedded in Bhutanese oral tradition and spiritual belief systems. According to legend, the water possesses extraordinary healing properties that cured a vulture suffering from a knife lodged in its throat, an event believed to have occurred under the prophecy of Guru Rinpoche. Contemporary observations further claim that metallic objects, such as iron nails, dissolve rapidly in the water, suggesting unusual chemical properties. This paper documents the oral narrative surrounding Bjagoe Menchu, examines current community beliefs and practices, and explores plausible scientific explanations for the reported phenomena. By integrating indigenous knowledge with principles of chemistry, geology, and medical science, the study highlights the importance of culturally grounded natural resources while emphasizing the need for systematic scientific investigation. The paper argues that Bjagoe Menchu represents a valuable intersection of traditional wisdom and modern science, warranting further interdisciplinary research.

Cambridge Aligned Curriculum Orientation Workshop

Abstract

The transition towards internationally benchmarked curricula has become a strategic priority in Bhutan’s education reform agenda. In this context, a three-day Cambridge Curriculum Aligned Orientation Workshop was conducted at Loselling MSS, Thimphu, from 22 to 24 January 2026. The workshop aimed to familiarize teachers with the philosophy, structure, pedagogy, assessment frameworks, and implementation strategies of the Cambridge International Curriculum. A total of 34 teachers participated in the programme, representing diverse subject areas and grade levels. The workshop was facilitated by Mr. Thukten Jamtsho from the Centre for School Curriculum Development (CSCD) and Mr. Singye Wangchuk from Phuntsholing Rigsar HSS, both of whom brought extensive expertise in curriculum reform and Cambridge-aligned instructional practices. This report presents a comprehensive academic analysis of the workshop, drawing upon the official workshop documentation, participant engagement records, and relevant literature on international curriculum implementation. The report highlights key learning outcomes, pedagogical shifts, challenges, and implications for future curriculum alignment in Bhutanese schools.

1. Introduction

Educational systems across the world are increasingly aligning their curricula with global standards to prepare learners for a rapidly changing, interconnected world. Bhutan’s education system, guided by the principles of Gross National Happiness (GNH), has progressively embraced reforms that balance global competencies with national values. One such initiative is the gradual introduction and orientation of the Cambridge International Curriculum in selected schools.

The Cambridge Curriculum emphasizes learner-centred pedagogy, conceptual understanding, skills development, formative assessment, and international benchmarking. However, successful implementation of such a curriculum depends largely on teacher preparedness, pedagogical understanding, and institutional readiness. Recognizing this, Ministry of Education and Skill Development organized a Cambridge Aligned Curriculum Orientation Workshop from 22 to 24 January 2026 as part of its professional development programme for teachers.

This academic report documents and analyses the orientation workshop, focusing on its objectives, structure, facilitation, content coverage, participant engagement, and educational significance. It also situates the workshop within broader educational reform efforts in Bhutan and aligns it with international research on curriculum change and teacher professional learning.

Walking Beside the Buddha: A Reflective Review of Thich Nhat Hanh’s Old Path White Clouds

Thich Nhat Hanh’s Old Path White Clouds is not merely a biography of the Buddha; it is a quiet pilgrimage through the human heart. In eighty-one chapters, the Vietnamese Zen master weaves a narrative that spans the life of Siddhartha Gautama - from his birth as a prince in Kapilavastu to his final moments beneath the sal trees at Kusinara. Yet, what makes this book extraordinary is not its chronological account, but the calm clarity with which it transforms history into living wisdom. The reader does not simply learn about the Buddha’s life; one walks beside him, feeling the dust of ancient roads and the weight of compassionate understanding.

https://youtu.be/QBKHA96rqjc 

Academic Quality Officer

1. Introduction to Academic Quality Assurance:
Definition: Academic quality assurance refers to the systematic review process of educational programs to ensure they meet predefined standards of education, scholarship, and infrastructure.
Purpose: To maintain and improve the quality of education, ensure accountability, enhance student satisfaction, and comply with accreditation requirements.

The Importance of Academic Quality Assurance in Higher Education

Introduction
Higher education institutions play a critical role in shaping the intellectual and professional capacities of individuals, which in turn significantly influences societal development. As such, ensuring the quality of education provided by these institutions is paramount. Academic quality assurance (AQA) serves as a systematic approach to maintaining and improving educational standards. It encompasses a range of processes and practices aimed at ensuring that educational programs, teaching methods, and student services meet predefined quality benchmarks. This essay explores the importance of academic quality assurance in higher education, highlighting its benefits, challenges, and best practices.

The Importance of Academic Quality Assurance in Higher Education in Bhutan

Introduction

Higher education is a critical component in the development of any nation, serving as a bedrock for intellectual growth, innovation, and socio-economic advancement. In Bhutan, a country that is uniquely positioned with its Gross National Happiness (GNH) philosophy, the quality of higher education is paramount not only for individual development but also for national progress. Academic quality assurance in higher education ensures that institutions deliver education that meets established standards of excellence, thereby fostering an environment of continuous improvement and relevance in the global context.

21st century teaching and learning assessment

 The 21st century has brought transformative changes to teaching and learning assessment, emphasizing skills such as critical thinking, creativity, and collaboration. Traditional assessment methods, such as standardized tests, are increasingly being complemented or replaced by more holistic and formative approaches that reflect these new educational priorities.