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Knowledge for Development in Bhutan Messages of Japanese Volunteers from the Ground Knowledge for Development in Bhutan Messages of Japanese Volunteers from the Ground JOCV Program in Bhutan: Celebrating 30 years of friendship ©2018 JICA All rights reserved The views expressed in this publication are those of the contributors and not necessarily of JICA. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without permission from the publisher. ISBN: 978-99980-844-0-7 A JICA Bhutan Publication PO Box 217. Thimphu, Bhutan Printed at Kuensel Corporation Ltd., Thimphu, Bhutan Contents Foreword 1 A Study on the implementation of UNDOKAI in Bhutan: Katsho Lower Secondary School’s case 3 Significance and methodology of creating grid square GIS statistical data in Bhutan 20 Status of HPE in Bhutan and proposals for improving HPE lesson Aiming at improving self-evaluation ability through rubric evaluation 34 Improvement of Bhutanese building’s air-tightness and insulation for energy efficiency and CO2 reduction. 57 School Sports Program: Present state, issues and considerations 72 Present situation & characteristics of domestic high-value processed food product businesses A case of Happy Chips and Chuniding Food 93 A survey on TTI graduates employment and current status of Bhutan’s construction site 122 The role of health and healthy lifestyle class in Bhutan 136 Country Office as part of the JICA volunteer program Background and its implementation in Bhutan 152 Afterword JOCV programme and I 178 Cooperation with locals, key to satisfaction 180 Knowledge for Development in Bhutan Messages of Japanese Volunteers from the Ground Foreword It is already 30 years since the first Japanese volunteer was dispatched to Bhutan in 1988 under the Japan Overseas Cooperation Volunteer (JOCV) Program. As of December 2018, 432 volunteers have had a chance to serve Bhutan as a JOCV in addition to 147 senior volunteers. Some senior volunteers have returned to Bhutan after they once stayed as a JOCV member before. There are constantly 30 to 40 JICA volunteers working in the country. Combining the Senior Volunteer Program, the JOCV Program is also referred to as JICA Volunteer Program. Prior to this auspicious year of 30th anniversary, I discussed with my staff how we could celebrate it. They suggested that we publish a compilation of papers written by the JICA volunteers, insisting that we were blessed with the volunteers who had been making a remarkable performance at their workplace and had also got enough capacity to write their experience in English. I liked their suggestion, as I had long been thinking that the lack of documentation is one of the critical shortcomings of the Japanese development cooperation. Their practices at the ground level mean a lot to create development impacts and learn implications and lessons from their activities. Many volunteers have created impact on the programs and activities of their duty stations. In some cases, the Japanese volunteers have played an essential role in developing guidelines, manuals and other deliverables for Bhutan. But in general, the Japanese are not good at English writing and their knowledge and experience remain implicit. Therefore, the ideas on development have long been dominated by the western development partners. This book is a compilation of field reports of eight JICA volunteers. The readers could find a number of implications on the directions that Bhutan could take on the thematic areas like HPE (health and physical education), marketing, architecture, technical and vocational education and training (TVET), GIS application, etc. Each of the topics may seem to be a minor issue to the government and major development partners who always talk about macro-level agenda. But still I strongly believe and insist herewith that the macro-level development is the accumulation of such minor progresses. I would also like to commend the braveness of the eight volunteers who overcome their inertia and made it happen. It is easy to stay in the status quo and not to try for a new activity which causes additional burden. Lack of experience in English writing might have been a big psychological hazard for them. It is worth noting that they did it while I was not so successful in encouraging even my own staff inside the JICA Bhutan Office to do the same. 1 Knowledge for Development in Bhutan Messages of Japanese Volunteers from the Ground But at the same time, I believe that the contributors will get the credit as well. Each chapter is a good document for the volunteer to have his activities better understood and remembered by the readers. It is also a proof of their competence in writing skills and could be referred to in their resumes. In their quest for future careers in international development, two-years as a JICA volunteer is just the beginning. No matter where they go, in Japan or in other countries, their contribution to this book could be a strong advantage. I would also like to emphasize herewith that behind these eight brave writers, there are a great number of untold stories of the other volunteers. Once they arrive in the host country, they have to submit the progress reports five times during their two-year assignment. Although they are written in Japanese, they are open to public viewing and you can access them. I have read all their progress reports in advance for the last three years, and found that they were full of implications, good practices and lessons learned. This reporting exercise offers the volunteers a good opportunity to review and document their activities. Their reports are a great knowledge asset for us to brush up our program implementation. Taking the opportunity of this publication, I have also written a chapter. I started my career in JICA as a resource mobilization officer for the JOCV Program and worked very closely with the then JICA volunteers in three countries in South Asia. In my 25-year career as a JICA staff, I have had very strong affinity to this program and participated in the multi-disciplinary research project on the JOCV Program initiated by the JICA Research Institute in the early 2010s. My chapter is based on the findings in the project, and I hope it will help you to better understand the JOCV/JICA Volunteer Program. Finally I would like to express my deepest gratitude to all the host agencies of the Royal Government of Bhutan for kindly giving us a chance to work together through the JICA Volunteer Program. I hope that the program will continue in the decades to come and function as a vehicle to strengthen the bilateral relationship between Bhutan and Japan at the people-to-people level. Tashi Delek. Koji Yamada Chief Representative 2 Knowledge for Development in Bhutan Messages of Japanese Volunteers from the Ground A Study on the implementation of UNDOKAI in Bhutan: Katsho Lower Secondary School’s case Seigo Fujiwara Abstract In Bhutan, Health and Physical Education (HPE) is still not accepted as an important subject and is often confused with sports. This paper aims at two things - first to clarify the difference between HPE and sports from previous research and the Japanese government guidelines for teaching HPE. HPE is a part of education and sports is a means of education. HPE is a subject aiming at cultivating an appropriate attitude towards leading a pleasant and happy life for students. The second examines whether Undokai, a traditional HPE festival in Japan, contributes to the spread of HPE in Bhutan. Japan International Cooperation Agency ( JICA) volunteers conducted Undokai at Katsho Lower Secondary School in Haa in October 2017 and got feedback from JICA volunteers and Bhutanese teachers respectively. As a result, Undokai was a great opportunity for participants and audience to understand Undokai and its importance for HPE. The teachers felt that Undokai can show the value of HPE. JICA volunteers conducted Undokai for six times in various places. By continuing to conduct Undokai, it is expected that HPE in Bhutan will change gradually and HPE will be accepted as an essential subject in schools in Bhutan. Introduction Diseases caused by children’s lack of exercise have become more serious in recent years in Bhutan. According to Biddle et al (2010), modernization has changed the lifestyle of children into a more sedentary one, similar to adults, which causes illness. There is now increasing bipolarization of frequency of physical activity in childhood and adolescence. This is now a major problem in Japan and will be seen in Bhutan as well. Therefore, maintaining exercise time for children is important. Improvement of HPE in schools gives children the opportunity to exercise and cultivate essential abilities such as 3 Knowledge for Development in Bhutan Messages of Japanese Volunteers from the Ground cooperation with others and self-respect in their future lives. JICA volunteers are requested by schools in various dzongkhags to start HPE. A Diploma in Physical Education & Sports Coaching (DPESC) also commenced from 2014 at the Paro College of Education. The Royal Education Council (REC) revised the HPE curriculum in 2016. It was decided that the new curriculum would be carried out from Classes pre primary (PP) to III from 2018 and classes IV to VI from 2019. In addition, a workshop on teaching practice for teachers was held in the west and east of Bhutan during the summer and winter holidays of 2017 and 2018. The Department of Youth and Sports (DYS) established a National Strategic Framework for School Sports and Physical Activities (NSFSSPA) to promote HPE and Sports in schools. The goal is to foster a lifelong healthy lifestyle. Ten targets and respective deadlines were set to achieve it.
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