Life Saga

The essence of life lies in the stories and experiences that shape our existence. Without them, life would be insipid and unremarkable.

 
The journey along the Sarpang-Gelephu highway never fails to transport me back to the 1990s, a time when I would trudge through the harsh winter days, carrying a heavy basket laden with four to five hundred oranges. Those were the days when I sacrificed my health for the sake of an education, sweating profusely and becoming drenched in the process.

As winter sets in and schools break for vacation, many children our age look forward to a fun and enjoyable three-month break with their parents. However, for some of us, this break is not a time to relax and have fun but was a responsibility to share the financial burden of our parents when it comes to school expenses. It is a sobering reminder that not all families can afford the cost of education, and as children, we may need to step up and contribute in any way we can to help our parents. This could mean taking on part-time jobs to generate extra income. Regardless of the approach we take, it is important to remember that education is a valuable investment in our future, and we should do our best to support our families in making it a reality. During school vacations, a group of us would travel to Sarpang for temporary work, which involved transporting oranges from off-road locations to on-road trucks. Unlike children from wealthy families, we did not have the luxury of sleeping and playing during our break. Instead, we woke up to the crowing of roosters and the soothing sound of insects. We slept under the trees, and our meals consisted of fruit items. It was a challenging and tough experience, but it was necessary to earn some money to help our destitute families. With the earnings from this job, we were able to purchase school uniforms, stationery items, and other necessities that eased the financial burden on our families. Although we returned home with sunken eyes and low energy levels at the end of the orange season, we were satisfied with our hard work and the earning generated for our education. Looking back, it is hard to believe that education cost us so much, but the experience taught us valuable lessons in resilience and determination.

My parents worked tirelessly to send me and my sister to school despite their scanty income. They believed that education was the key to a better life, and they made numerous sacrifices to ensure that we had access to it. Today, I owe everything to my parents and teachers for the person I have become. They instilled in me a love for learning and a desire to succeed that has stayed with me throughout my life. I am grateful for their unwavering support and the sacrifices they made to give me and my sister a chance at a better future. Without their guidance and encouragement, I would not be where I am today. I am proud of the hard work I put into my education, but I am also grateful for the people who helped me along the way.

In the past, many people were uneducated and did not understand the importance of education in one's life. As a result, they often discouraged their children from attending school. Unfortunately, my parents were among those who denied me the opportunity to go to school. Instead, I stayed at home and helped them look after the cattle. However, in 1990, everything changed. A new school was opened in my village under the leadership of Mr. Tshering Wormling. This was a turning point in my life. For the first time, I had the chance to attend school and receive an education. The opportunity was a dream come true for me. I worked hard to make the most of it, and with the support of my teachers and parents, I excelled academically. Looking back, I am grateful to Mr. Tshering Wormling and the people who made it possible for me to attend school. They opened up a whole new world of opportunities for me and changed the trajectory of my life. Despite my insistence, my parents initially declined to send me to school. However, seeing my friends happily attending school, I decided to join them without my parents' consent. I was ten years old when I enrolled in Khomshar Community Primary School. Although I was older than some of the students, I was not alone in that regard. After three years, I transferred to Bardho Community Primary School in 1995. The teachers at both schools were strict, and many of the students were in their twenties. The meals served were beyond imagination. For breakfast, we had porridge made from leftover food, and lunch and dinner were meager and barely enough to sustain life. During weekends, we were required to work in the teachers' fields and gardens. Sometimes, we had to go home to supplement the meals we received at school. Looking back, I realized that the school was supported by the World Food Programme, as I faintly recall seeing a signboard with the WFP logo. Boarding students were required to contribute 20 drey kharang, 10 phetas salt, and 20 kilograms of vegetables, or pay Nu.100/- in lieu of that. Day scholars paid half of that, as they only received lunch. On Saturdays, boarding students had to collect firewood and vegetables from the forest. Sometimes, the school had to close when rations ran out, and we were sent home to get additional supplies.

After our exams, all the teachers would go back to their respective villages to spend the three-month winter vacation, and the older boys were tasked with helping to carry things to the road point, which took a minimum of three days to reach Dakphel. When we returned from this task, the teachers would give us a maximum of Nu. 50/- or Nu.100/-. I completed my studies up to class six successfully in 1997. At that time, I knew nothing about love affairs, but I had a girlfriend named Karma Tshojay. During one of our breaks, we were giggling in front of the class when Mr. K.B Rai, our teacher, saw us. He scolded us, and we broke up. We didn't talk until the 15th of December.

During those times, class VI students were required to appear for the Bhutan Common Exam in December. This was an opportunity for most of us who had never seen a vehicle before to leave our confined remote areas. The Bhutan Common Exam lasted for two weeks and was conducted at Zhemgang High School. Food and lodging were provided in their hostel during the exam period. After the exams, we were paid a sum of Nu. 250/- as TA/DA, and our escort teacher told us that it was the leftover amount after deducting food and lodging expenses.

In 1999, I completed my lower secondary education from Yebilaptsa Junior High School, which was a difficult time for me. The teachers were very strict and physically abusive. The meals provided were very small and hardly enough to satisfy hunger. Most of my fellow students came from underprivileged backgrounds and could not afford to buy necessary goods. At the beginning of the school year, I would have a maximum of Nu. 1500/- which had to last until summer vacation. This was a difficult time, and I often had no choice but to steal fruits from others' orchards. However, in 2000, I joined Zhemgang Higher Secondary School in class IX, and things started to look up. We were provided with good food, including cane fish and soya beans powder with tea. I completed my education in the same school, passing class 12 in 2003.

In 2004, I received the results of my ISC exam, and although I did not qualify for higher studies, I decided to join the teaching profession. I duly filled out the necessary forms and applied to the Royal Civil Service Commission (RCSC). However, science students were prioritized and shortlisted first, and I was ranked 39th position. After the selection interview, we were called for a two-week orientation or induction course, during which we were familiarized with teaching skills and tactics in the auditorium of Motithang School.

On the last day of the orientation, we were given placement, and I was placed at Wangdi Phodrang. The Dzongkhag Education Officer then placed me at Uma Community Primary School as an apprentice teacher. The school was situated at a distance of 25 kilometers on the road from the dzongkhag, and it took three hours on foot from Baychu to reach it. I spent nine months teaching there and came to realize that teaching was not an easy job.

During my time there, I was fortunate enough to have two adopted sisters who were kind and generous to me. I attended their Choku twice.

In 2005, I joined a cohort of new B.Ed trainees at the National Institute of Education in Samtse. Life as a trainee was better than my school days, with better food, lodging, and lifestyle. However, after a few weeks, the lecturers gave us many assignments and presentations, which was initially confusing and difficult to complete due to lack of resources. Eventually, we adapted to the institute's lifestyle.

In July 2006, we were sent to different schools for teaching practice for six months. I was placed in Khuruthang Middle Secondary School in Punakha, where I stayed with my uncle and aunt at NRTI Lobesa. The school was ten kilometers away, and there were few groups of students studying at Khuruthang MSS, Punakha HSS, and Ugyen Academic who also stayed at NRTI. We had to pay Nu. 700/- per month for a private bus that transported us up and down, but we often had to take taxis that charged Nu. 25/- for one way due to the irregularity of the contract bus. I taught there for almost six months and sensed the real nature of teaching career. 

My associate teacher, Madam Tshering Lhadon, was strict and always wanted to observe my teaching, which was challenging. However, another Dzongkha associate teacher, Tashi Phuntsho, was kind and helped me a lot. The principal, Lhaki Wangmo, was authoritarian, but I enjoyed spending time with the male teachers, playing football against Punakha HSS staff and Ugyen Academic staff. We would bet on dinner, and although we often lost, the regular teachers kindly bore the cost of my share as well. We also won a game of khuru against the Academic staff. I was given a farewell on December 15th and left on the 18th.

In February 23rd 2007, all final year B.Ed students entered Samtse College of Education. Looking back at our time there, we felt as if we had done nothing worthy and had only a few months left to prepare for our future as teachers. Feeling guilty, we rushed to the library for research and learning. Most of the B.Ed final year trainees were seen inside the Library, while the fresh B.Eds were in the play fields. In December, all outgoing B.Eds gathered in the auditorium for oath taking followed by a farewell dinner. On 18th December, we departed with an office order and were asked to join respective Dzongkhags on a stipulated date. I felt as though my life had been freed from a cage since I had been in the hostel since fourth grade until the last day of B.Ed training. Financial shortage was my main problem during my learning days due to the poor family background. I had to withstand with only two to three ghos and one pair of shoes throughout the semesters. Training mates often criticized my unconditional lifestyle, and I felt mentally relieved to be passing out of college, as I would soon be employed and no longer have to depend on others.

On 7th February 2008, I attended an orientation and placement session at the Zhemgang Dzongkhag Education office. Upon checking the list, I discovered that I was placed in Kaktong CPS, which was a remote school. I pleaded with the DEO to change my placement, but he initially refused. After several attempts, I was finally granted a placement at Budashi CPS, which was much closer compared to my previous options.

After the placement, we were required to write an application to Dasho Dzongdag requesting advance salary for settlement. Fortunately, Dasho approved our request and granted us Nu. 5000/-. Additionally, my uncle, Ugyen Thinley, gave me Nu. 10000/-, which I used for shopping in Gelephu. Unfortunately, for the next four months, I had to endure a difficult life without any salary.

On 10th February, I joined a school in lower Kheng as a fresh teacher, Zhemgang. The lifestyle in lower Kheng was different from what I was accustomed to. The school was located on a table land spanning 1 acre and consisted of a one-story building with four units. The school had classes up to second grade and was headed by Pema Norbu.  I with another teacher managed the school for one and a half months until a female apprentice teacher joined  in April, which eased our burden. She was a diligent and hardworking staff member. However, in December of 2008, we had to bid her farewell as her time with us came to an end. 

In 2011, I was transferred to Tsirang Dzongkhag and was placed at Gopini CPS after the placement on 7th February. 

In 2012, I befriended Karma Lhazin, a girl who was often seen crying and seemed to be going through a lot of emotional pain. I felt empathy towards her and tried to comfort her with my moral support and sympathy. I noticed that she was sensitive and would get hurt easily over small issues. She had been suffering from chronic tonsillitis since she was very young, and doctors had advised her to undergo surgery. However, she was too timid to go through with it and would often suffer from pain. Her parents did not seem to understand her condition. She was fed up and no longer likes to mention her sickness unless it is a serious condition. Her situation is painful and pitiful for anyone who knows about it. She seems to be a love-inflicted girl who can't forget her previous boyfriend, Ugyen. She still holds onto many of his photos and dialogues recorded on her cell phone, and her love for him was intense.

In April 2012, I applied for the GoI Scholarship in humanities (social science) and was shortlisted. RCSC (Royal Civil Service Commission) called me for an interview and I got selected. On July 12th of the same year, I attended an orientation in RCSC conference hall for pre-departure briefing. I attended the orientation and was scheduled to leave on July 30th. On August 19th, I was bid farewell by the Goipini CPS family. On July 30th, I flew from Paro Airport to Delhi International Airport. On the same day, I transited from Delhi to Amritsar via Spice Jet. I was picked up by the University bus from Amritsar and joined the Lovely Professional University family.
 

On July 31st, a group of 24 Bhutanese students, including myself, were called for admission to Lovely Professional University. We thronged inside the admission hall to complete the necessary documentations. From August 1st to 3rd, we were given the freedom to loiter around the campus and the city.

From August 4th, the induction course for fresher students commenced, during which we were briefed on the Lovely Professional University Management system, hostel rules, and curriculum procedures. On August 5th, cultural affairs staged beautiful cultural items for us.

On August 6th, we had a university campus tour in the morning and a Jalandhar City tour in the evening. From August 7th, our classes begun in full swing. Once again, I was taken back to my school life but with a different mindset. Being a student at an older age was tough, and I had a difficult time coping up with the classroom settings. Nonetheless, I had to adapt to the conditions that the university aspired.

Education Tours

Wonderland

Bakhranangal

Rock garden

 

Science City

Tsho Pema

Wonderland

In July 2014, I was assigned as a science teacher at Drukjegang Higher Secondary School right after the completion of studies. The school is located 50 kilometers south of Tsirang town in Bhutan. It is situated on a table land surrounded by beautiful villages, had classes from VII to XII. During my tenure of five and a half years, I worked diligently to enhance academic excellence, promote games and sports and cultural activities, including mask dances. In 2017, the school was upgraded to a Central school and merged with nearby Pangna Primary School, making it the largest school in the area, spanning from PP to XII.

On November 25th, 2016, Dasho Dzongdag of Dagana Dzongkhag Administration conferred Khadhar and awarded certificates to the academic toppers of 2015 on behalf of His Majesty the King of Bhutan.

 

My efforts and dedication towards my work were recognized in 2019 when I secured the first position among over 200 candidates in the vice principal interview. As a result, I was transferred as the Vice Principal of Gelephu Higher Secondary School in 2020.