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An investigation of the Educating for Gross National Happiness (EGNH) practices in two Bhutanese case study schools: Analysing through the lens of the Theory of Practice Architectures (ToPA)

University of New England, Australia
Kaka, Kaka ; Rizk, Nadya ; Miller, Judith
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.25952/kmvr-j835&rft.title=An investigation of the Educating for Gross National Happiness (EGNH) practices in two Bhutanese case study schools: Analysing through the lens of the Theory of Practice Architectures (ToPA)&rft.identifier=10.25952/kmvr-j835&rft.publisher=University of New England&rft.description=Two types of data were used in this investigation. The data consisted of one key document of the Performance Management System of the Ministry of Education in Bhutan which was investigated in phase two. In phase three, data were sourced from school stakeholders via in-depth interviews. Sixteen participants were recruited for the case studies from two schools in Bhutan. Each school had eight participants consisting of a school principal, three teachers and four students. A combination of purposive and convenience sampling strategies was used to select participants. The two schools were selected based on the 2019 annual school performance scores published by the Ministry of Education in Bhutan. However, only schools whose principals agreed and consented to participate in the study were recruited. The teachers and students were identified by the principal based on their interest and willingness to participate. However, only those teachers and students who were comfortable to speak in English were included as participants. The total duration of each interview 45 minutes to an hour conducted through zoom.&rft.creator=Kaka, Kaka &rft.creator=Rizk, Nadya &rft.creator=Miller, Judith &rft.date=2023&rft_rights= http://creativecommons.org/licenses/by-nc-sa/4.0/&rft_rights=&rft_rights=Rights holder: Kaka&rft_subject=Curriculum and pedagogy theory and development&rft_subject=Curriculum and pedagogy&rft_subject=EDUCATION&rft_subject=Education policy&rft_subject=Education policy, sociology and philosophy&rft_subject=Specialist studies in education not elsewhere classified&rft_subject=Specialist studies in education&rft_subject=Other education and training not elsewhere classified&rft_subject=Other education and training&rft_subject=EDUCATION AND TRAINING&rft.type=dataset&rft.language=English Access the data
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Two types of data were used in this investigation. The data consisted of one key document of the Performance Management System of the Ministry of Education in Bhutan which was investigated in phase two. In phase three, data were sourced from school stakeholders via in-depth interviews. Sixteen participants were recruited for the case studies from two schools in Bhutan. Each school had eight participants consisting of a school principal, three teachers and four students. A combination of purposive and convenience sampling strategies was used to select participants. The two schools were selected based on the 2019 annual school performance scores published by the Ministry of Education in Bhutan. However, only schools whose principals agreed and consented to participate in the study were recruited. The teachers and students were identified by the principal based on their interest and willingness to participate. However, only those teachers and students who were comfortable to speak in English were included as participants. The total duration of each interview 45 minutes to an hour conducted through zoom.

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Funding Source
IPRA scholarship

Issued: 2023-05-31

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Curriculum and Pedagogy | Curriculum and Pedagogy Theory and Development | Education | Education and Training | Education Policy | Education Policy, Sociology and Philosophy | Other Education and Training | Other Education and Training Not Elsewhere Classified | Specialist Studies in Education | Specialist Studies in Education Not Elsewhere Classified |

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handle : https://hdl.handle.net/1959.11/56537

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