For the youth

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Hav­ing taught for al­most 17 years, Tsh­er­ing feels im­mense pride when he comes across for­mer stu­dents serv­ing in gov­ern­ment, cor­po­rate and pri­vate agen­cies. But it also pains him to see some of them strug­gling and job­less.

“There’s been nu­mer­ous in­ter­ven­tions in the ed­u­ca­tion sec­tor, but its suc­cess has not been tested,” said Tsh­er­ing, 45, who be­gan teach­ing in 2001 at Tang­machhu Mid­dle Sec­ondary School.

“There are too many pro­grams be­ing in­jected into schools, and the fi­nal bur­den falls on teach­ers.” Tsh­er­ing hopes to ra­tio­nalise changes in the ed­u­ca­tion sec­tor and con­tinue work­ing for the ben­e­fit of Bhutan’s youth if he gets elected as a can­di­date from Zhem­gang’s Pan­bang con­stituency.

In 2013 gen­eral elec­tions, he lost to the then labour min­is­ter of DPT, Dorji Wangdi, by a mar­gin of 42 votes as PDP can­di­date.

Tsh­er­ing went back to teach­ing at the newly es­tab­lished Losel Gy­at­sho Acad­emy pri­vate school in Gele­phu, which he also helped man­age un­til 2016.

This time round, as a DNT can­di­date, he is hope­ful and senses strong sup­port from the com­mu­nity for change.

“What I like about DNT is that it is a party of or­di­nary peo­ple,” Tsh­er­ing said. “Most of us are the choice of the peo­ple and not placed or pulled by the pow­er­ful.”

Name : Tsh­er­ing Age : 45 Years Con­stituency : Pan­bang, Zhem­gang Email : rinchentsher­ Phone : 17753283 Qual­i­fi­ca­tion : Master of Arts in Eco­nom­ics, Univer­sity of Pune, In­dia, Bach­e­lor of Arts in Eco­nom­ics, Sherubtse Col­lege

Pro­fes­sional back­ground : Ed­u­ca­tion­ist, School man­ager

Tsh­er­ing also feels a strong urge to utilise his knowl­edge in eco­nom­ics to al­le­vi­ate poverty in Zhem­gang, con­sid­ered the poor­est dzongkhag.

Tsh­er­ing said there is a need to pro­vide bet­ter op­tions to the peo­ple, oth­er­wise democ­racy could be high­jacked by the more es­tab­lished and pow­er­ful.

“I have been and will al­ways be guided by the com­mu­nity,” he said.

There are too many pro­grammes be­ing in­jected into schools, and the fi­nal bur­den falls on teach­ers.”

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