Please explain how you have conducted trainings on the Learning to Live Together Programme. (600 words)
As I have said again and again in the past (and many times throughout this application), I wanted the LTLT program in Bhutan to be focused on the youth, high school youths especially. So, most of the training sessions I have conducted in the country have been geared towards training high school teachers into effective facilitators.
A large portion of Bhutan’s students study in government central schools. The philosophy behind these schools is that schooling is more economic and wholesome if the students live with each other and teachers. So, for 9 months every year, students live under the watch of their teachers.
These teachers, therefore, have more influence in a student’s life than most others. That is why, I wanted the facilitators I train to deeply understand the program. There is a lot of difference between a facilitator who can run a program efficiently and one who knows the subject deeply. If my goal of helping the youth of Bhutan was to come true, the facilitators would need to be of the latter group. I believe that when students spend a lot of time with their teachers, if they find out that the teacher, the facilitator of the program they so connected with, does not deeply care about the program, they will also abandon care. Instead, they can disavow caring altogether. On the other hand, if we have facilitators who know the program very well, they can reinforce their message over and over again outside of workshops, through communal living, through their classroom teaching, etc.
So, a lot of my training sessions included activities to help the trainees understand what the LTLT program was about. Once they understood the purpose and “energy” of the program, we started their facilitation workshop. The first two days of the workshop were usually spent going through the key concepts of the program, so things like the LTLT framework, ethics education, among other things. The third day was dedicated to helping them be facilitators of the program. And the fourth day taught them tools to use to monitor and evaluate the effectiveness of our program. By this point, usually, every facilitator has fully understood and co-opted the program. They take ownership of the program as their own and set forth plans to teach their students.
How have you used the LTLT Ethics Education Framework? (400 words)
Explain how the conducted trainings have been sensitive to the local context. (400 words)
How has the conducted trainings impacted the trained facilitators? (400 words)
Please give some examples to show your resourcefulness and creativity to organize trainings of facilitators. (600 words)
How have you provided mentorship and guidance to trained facilitators? (400 words)
How has the Learning to Live Together Programme influenced a positive transformation in you, in a personal and professional level? (400 words)
Please explain how you exemplify a strong role-model of the principles of Learning to Live Together. (400 words)
Explain how you act as an ambassador and advocator of the Learning to Live Together Programme in your local context. (600 words)