I, Mr. Thinley Dorji, am pleased to present the skilling report on vocational skills for the year 2024. This initiative aimed to equip students with essential practical knowledge in areas such as electrical work, plumbing, and furniture-making, fostering self-reliance and foundational technical skills.

The program ran successfully from the beginning of the year until the midterm, with students actively engaging in hands-on sessions and showing remarkable interest in acquiring these skills. However, after the midterm, the program encountered challenges due to a shortage of tools, limited expertise, and the unavailability of a skilled trainer. These constraints significantly impacted the continuity of the skilling sessions.

In response to these challenges, the principal advised merging the skilling program with the Upshift Program to ensure the students continued to benefit from vocational learning. As part of this integration, the skilling members participated in the Upshift sessions, which were held four times. This new arrangement provided students with opportunities to explore a broader spectrum of skill sets and apply their learning in innovative ways.

Looking ahead, it is crucial to address the challenges faced by the original skilling program by sourcing adequate tools and bringing in expert trainers. Strengthening collaborations with programs like Upshift can further enhance students' exposure to practical and entrepreneurial skills, contributing to their holistic development.

Thank you.

Thinley Dorji

Sangay Dorji(Warden)

Challenges:
Despite these positive outcomes, several challenges limited the effectiveness of the skilling sessions. A significant constraint was the limited time allocated for baking activities. Baking is a process that requires adequate preparation, execution, and cooling time, which cannot be rushed. Due to the short time frame, students could only produce one batch of baked goods, such as cakes, during the session. This limitation hindered their ability to explore and experiment with a variety of baked items, which would have enriched their learning experience. Another challenge was the availability of ingredients and resources. While students grasped the basic baking techniques, they lacked exposure to additional skills, such as preparing icing or decorating cakes. This gap in the curriculum deprived them of opportunities to expand their creativity and technical expertise.

Way Forward:
To address these challenges and enhance the baking skill program, it is essential to allocate more time for these sessions. A longer duration would allow students to prepare multiple batches of baked items, experiment with different recipes, and refine their techniques. This extended time would also enable the inclusion of advanced skills, such as icing and decorating, which are integral to the baking process. Additionally, ensuring the availability of diverse ingredients and necessary equipment will help students explore a wider range of baking styles and techniques. Structured and extended practice sessions will provide a more comprehensive learning experience, equipping students with the confidence and competence to excel in baking.

Beneta Limbu

Phub Zam

These are the activities we have carried away so far but unfortunately we have not succeeded as planned due to time limitations.

Term I 

6th March 

Upshifter Recrutement in the school 

-Completed.

13th March 

Finalization of Upshifters and collection of bio data-Completed.

20th March 

Formation of Upshifter working group -Completed

27th March 

Introduction to Upshift Bhutan -Completed

3rd April 

Introduction to Boot Camp Module 1 (Understand and Observe) -Completed.

9th April 

Introduction to Boot Camp Module 1 (Understand and Observe)-Completed.

17th April 

Introduction to Boot Camp Module 1 (Understand and Observe) -Completed.

24th April 

Introduction to Boot Camp Module 2 (Design )-Completed.

1st May 

Introduction to Boot Camp Module 3 ( Build & Test )-Completed.

8th May 

Introduction to Boot Camp Module 4 ( Make it Real)-Completed.

Term II 

Brainstorming ideas (Ideate) -Complete

Build and test ideas in Unisolve Platform-

Incomplete.

Submit the idea in Unisolve Platform 

-Incomplete.

Assessment of Project Idea and Preparation for Innovation Challenge- 

Incomplete.

Challenges 

Since Up-Shift program is rolled out in the school as a part of Skilling program once in a week, it is difficult to manage all the activities within that 50 minutes to 1 hour time. Further, most of these activities either coincide with other activities, we have to compromise most of the Upshift activities. 

Only the interested students shall be given opportunity as students who are enrolled in the program against their will lack enthusiasm and provides nothing at all during the skilling program.

Student Engagement

As most of the Upshift activities could not be carried out as planned, students tend to lack motivation and inspiration to continue the task. 

This is because we could not maintain consistency in carrying out the activities which would otherwise maintain the flow of activities. 

Way forward

To improve Up-Shift, we would like to incorporate it into mentoring session as a means of competition among Mentor Mentee groups. It would help them enhance their level of communication, bonding, learning and above all it would be fun.

Teach students how to set up a basic loom ,materials needed and names of material for weaving. They will weave yarn back and forth, learning the basic principle of interlacing threads. Gave students hands-on experience with weaving on a real loom.

Traditional weaving is a cherished cultural heritage that reflects the creativity and identity of our ancestors. However, its continuity faces challenges such as the scarcity of materials and declining interest among students. Limited local production and the high cost of imported materials make it difficult for weavers to access high-quality yarn and natural dyes, discouraging aspiring artisans. Additionally, students are often more attracted to modern skills, perceiving weaving as time-consuming and less rewarding.

To address these issues, steps can be taken to ensure the availability of materials through local production and subsidies, promoting self-reliance and affordability. Incorporating weaving into school curricula and organizing interactive workshops can help spark interest among students. Creating awareness about its cultural and economic value, alongside skill development programs and incentives, can further encourage participation.Preserving traditional weaving requires a collaborative effort. By addressing these challenges and nurturing this skill in younger generations, we can ensure its survival and honor our cultural heritage.

Overview

Learners were introduced to the foundational skills of knitting and crocheting. They were taught how to properly handle and hold knitting and crocheting materials. Additionally, they were familiarized with different types of knitting yarn and their uses. Basic and simple knitting patterns were demonstrated, and learners were guided step-by-step. To enhance their understanding, they also observed tutorials from skilled tutors on YouTube.

Achievements

Despite some challenges, learners successfully grasped the basics of knitting and crocheting. They practiced and developed skills in creating simple patterns, which laid a strong foundation for more advanced techniques. The YouTube tutorials served as an effective tool, providing visual examples and alternative approaches to knitting.

Challenges

1. Insufficient Materials: The lack of knitting needles, yarn, and other necessary tools limited the learners’ ability to practice consistently and explore advanced patterns.

2. Time Constraints: Limited time hindered the completion of all planned patterns and designs.

3. Skill Variance: Some learners required more time and attention to understand the techniques, slowing the overall progress.

Way Forward

1. Procure More Materials: Efforts will be made to acquire adequate knitting tools and supplies to ensure every learner has access to the required resources.

2. Extended Practice Sessions: Allocate additional time for practice to allow learners to improve their skills and complete the intended patterns.

3. Step-by-Step Progression: Focus on mastering one skill before moving to the next to build confidence and consistency.

4. Utilize Diverse Resources: Continue integrating online tutorials and explore additional resources to supplement learning.

We sincerely regret not being able to complete the intended knitting and crocheting patterns but remain committed to advancing these skills in future sessions.

Knitting Skilling members

1. Rigsel Tshering Choden - VII B

2. Tandin Chokey Wangmo - VIII A

3. Sangay Lhamo - VIII B

4. Pema Deki - IX A

5. Phuntsho Wangmo - IX A

6. Sonam Dolma - IX A

7. Tshering Choki - IX B

8. Phuntsho Sonam Yangden - XI Sci

9. Pema Eden - XII Sci

10. Sangay Choden T - XII Arts

11. 1Sangay Choden P - XII Arts

12. 1Tshering Lhamo - XII Sci

13. Karma Choki - IX B

Coordinator:

1. Tashi Lhamo

2. Sonam Lhamo

The students of 11th Commerce actively engaged in a hands-on Business and Entrepreneurship Skilling program, exploring three distinct sectors: fast food, scrap collection, and hair cutting. Each activity was designed to introduce students to practical aspects of entrepreneurship, from product creation and service delivery to resource management and customer interaction. In the fast food segment, students learned the importance of quality control, pricing, and customer service. They worked on menu creation, cost management, and developing a unique selling proposition (USP) to differentiate their offerings in a competitive market. In the scrap collection segment, students were introduced to the concept of resource recycling, supply chain management, and environmental sustainability. They analyzed the economic potential of scrap collection, emphasizing the importance of identifying profitable waste streams and managing logistics effectively. The hair cutting segment allowed students to experience the service-based nature of entrepreneurship. They practiced skills in customer relationship management, appointment scheduling, and maintaining hygiene standards, all while learning about the demand for skilled services in the local market. Throughout these activities, students demonstrated initiative, creativity, and problem-solving skills. They not only learned the technical aspects of each business but also gained valuable insights into the mindset and strategies required to succeed in the entrepreneurial world. This experience effectively nurtured their business acumen and practical skills, preparing them for future ventures.

Challenges Faced in the Business and Entrepreneurship Skilling Program

While the students of 11th Commerce actively engaged in the Business and Entrepreneurship Skilling program, they encountered several challenges across the three sectors: fast food, scrap collection, and hair cutting. These challenges provided valuable learning experiences and insights into the realities of entrepreneurship.

In the fast food segment, one of the major challenges was managing the balance between quality control and cost efficiency. Students struggled with pricing their menu items competitively while ensuring that the food quality met customer expectations. Additionally, maintaining consistency in food preparation and service speed under pressure was a challenge, highlighting the importance of effective operational management.

In the scrap collection segment, students faced logistical issues related to collection, sorting, and disposal of scrap materials. They realized that managing waste streams, ensuring sustainability, and identifying profitable recyclable materials required significant research and planning. Furthermore, the challenge of transporting and storing scrap materials efficiently posed practical difficulties, underscoring the need for robust supply chain strategies.

The hair cutting segment presented challenges related to acquiring and mastering the technical skills required to deliver quality services. Students also had to address issues related to customer satisfaction, such as handling varying customer preferences and managing time effectively to meet appointment schedules. Additionally, maintaining hygiene and ensuring safety standards while providing services was a critical concern.

Way Forward: Overcoming Challenges and Enhancing Skills

To address the challenges faced by 11th Commerce students in the Business and Entrepreneurship Skilling program, especially within a small school setting, it is essential to focus on practical, scalable, and resource-efficient strategies. Here's how each sector can be enhanced for future success:

1. Fast Food Segment:

   • Improved pricing strategy: helping on  basic pricing strategies, cost control, and budgeting would help students understand how to manage finances in a small-scale food business. Teachers or local food business owners could share insights on balancing cost and quality.

   • Standardized Processes for Consistency: Introducing simple standard operating procedures (SOPs) for food preparation and service could help maintain consistency under pressure. For example, using timers for cooking or establishing clear food prep guidelines can reduce errors and improve speed.

2. Scrap Collection Segment:

   • Simplifying Logistics: Given the limited resources, students could be encouraged to focus on local scrap collection methods that require minimal transportation, such as partnering with nearby communities or schools for collection. They can use simple systems like color-coded bins for sorting and tracking.

   • Educational Outreach and Awareness: To deal with sustainability and waste management issues, students can conduct small campaigns within the school or community to raise awareness about recycling. Collaborating with local environmental groups could provide practical guidance on how to handle scrap efficiently on a smaller scale.

3. Hair Cutting Segment:

   • Skill Development Through Peer Practice: In a small school setting, students could practice basic hair cutting techniques on one another under supervision. Peer-to-peer learning can be effective, and practicing on classmates can help develop the technical skills needed.

   • Customer Satisfaction and Time Management: To manage customer service expectations, students could conduct mock customer sessions with teachers or fellow students acting as clients. This will improve their communication skills and ability to handle various customer preferences.

   • Hygiene and Safety Practices: With limited resources, basic hygiene and safety training can be conducted using inexpensive tools like mannequins. Videos and demonstration materials can enhance learning about sanitation and safety standards.

Overall Approach:

• Mentorship and Collaboration: Small schools can connect with local businesses, professionals, or entrepreneurs who can offer mentorship. This partnership would provide valuable industry insights and improve students' practical learning experiences.

• Fostering Creativity with Low-Cost Resources: Encouraging students to innovate with available resources, like using recycled materials for scrap collection or experimenting with simple recipes for fast food, can make the program more resource-efficient and sustainable.

Cham, the traditional Bhutanese mask dance, is an integral part of Bhutan's cultural heritage, often performed during religious festivals and important occasions. Among the most notable forms of Cham are the Dramitse Ngacham and Pacham. Dramitse Ngacham is renowned for its energetic movements and symbolic storytelling, which reflects both spiritual and historical themes. Pacham, on the other hand, is a vibrant dance associated with the protection of the community and the expulsion of evil forces. Both dances are performed by dancers wearing intricate masks and colorful costumes, with each movement and gesture carrying deep symbolic meaning.

The teaching of these traditional dances was implemented as per the plan submitted at the beginning of the year, with the primary goal of continuing the learning from the previous year. The students have primarily built upon the foundational mask dance steps they learned in the previous year, with an emphasis on enhancing their performance and understanding of Cham.

Achievements: Throughout the year, the students have made notable progress in learning the Dramitse Ngacham and Pacham dances. They have developed key skills such as teamwork, collaboration, and cooperation, which were essential for coordinating the complex movements and synchronized performances. Additionally, the physical nature of the dances has helped the students stay physically fit, while also improving their motor skills and body control.

The continued practice of mask dance has encouraged students to engage in rigorous physical activity, fostering discipline and perseverance. The collaborative environment has allowed students to communicate better, work together to solve problems, and support one another in achieving collective goals.

Challenges: Despite the progress made, several challenges have surfaced during the course of the year:

1. Lack of Expertise in Cham: One of the major challenges was the absence of experts in Cham within the teaching team. This limited our ability to introduce new steps or teach advanced techniques that could have enhanced the students' skills and understanding of the dances.

2. Complexity of Traditional Dance: Some students faced difficulties in mastering the intricate movements and rhythm of the dances, as the steps require precise coordination and timing, which can be challenging without sufficient practice and expert guidance.

3. Time Constraints: Due to the limited time available for rehearsal, especially given the students’ other academic and extracurricular commitments, it was challenging to allocate sufficient time for perfecting the dance steps and practicing regularly.

Way Forward: To overcome these challenges and continue the development of students' Cham skills, it is suggested to:

1. Engage External Experts: We could look into inviting Cham experts or experienced performers from outside the school to provide specialized training and guidance, ensuring that students are exposed to new steps and techniques.

2. Increase Practice Time: It would be beneficial to incorporate more regular practice sessions, allowing students to become more comfortable with the choreography and refine their performance.

In conclusion, while the implementation of the mask dance program has shown positive results in terms of student development, addressing the challenges related to expertise, resources, and practice time will be key to further improving the students' performance and deepening their understanding of this important cultural tradition.

by: Namgay Dorji and Rinzin Dorji

The music skilling program was conducted to teach a group of students both Bhutanese traditional and Western music styles. Students were introduced to traditional instruments such as the dranyen, (flute), and Yangchen while exploring the cultural significance of Bhutanese music. They also learned to play Western instruments like the guitar, keyboard, and drums, alongside fundamental music theory, including scales and rhythms. The program emphasized preserving Bhutanese heritage while encouraging creativity by blending traditional and modern styles. Students participated actively in practical sessions, group rehearsals, and interactive lectures, culminating in a performance that showcased their newfound skills.

The program achieved its objectives by equipping students with the ability to perform on multiple instruments and fostering a deeper appreciation for both musical traditions. Despite challenges like limited traditional instrument availability and varying skill levels, students displayed enthusiasm and adaptability. The experience not only enhanced their musical knowledge but also built confidence in performance and teamwork. This initiative highlighted the value of integrating cultural preservation with modern music education, ensuring a meaningful and impactful learning experience.

 music skilling instructor Mr. Nima and Partap

Overview
The Videography Skilling Program this year was an engaging and hands-on initiative where students explored the fundamentals of video production. The program included learning essential skills such as planning (scriptwriting), shooting, acting, and most importantly, video editing.

Key Learnings

1. Scriptwriting and Planning
   Students were introduced to the basics of scriptwriting, enabling them to plan their videos effectively by outlining storylines and sequences.

2. Shooting and Acting
   Practical sessions included hands-on experience with video shooting and acting, teaching them the importance of framing, lighting, and delivery.

3. Video Editing
   Using the free editing software CapCut, students learned how to:

   • Edit clips and merge sequences.

   • Apply effects and transitions to enhance visuals.

   • Add royalty-free music to create engaging content.

4. Photography
   The program also introduced students to the art of photography, focusing on framing, composition, and capturing moments.

Project Work
Students collaborated in pairs to create a documentary featuring other skilling programs. This activity promoted teamwork and provided a real-world application of their skills.

Challenges and Future Outlook

1. Challenges:

   • Achieving perfection in video-making within one year proved to be a challenge, as the craft demands consistent practice and refinement.

2. Future Plans:

   • With continued dedication, students are expected to master video-making skills next year. Advanced techniques and more complex projects will be introduced to build on their current foundation.

Conclusion
The Videography Skilling Program has been a significant step in nurturing students’ creativity and technical skills. While perfection remains a work in progress, the program has laid a strong groundwork for future growth in videography and digital storytelling.

Mushroom skilling refers to the acquisition of knowledge and expertise in cultivating mushrooms, including the technical, scientific, and entrepreneurial aspects. This skill has gained immense importance due to the growing demand for mushrooms as a nutritious food source, their medicinal properties, and their role in sustainable agriculture.

Skills learned from Mushroom Cultivation

1. Substrate Preparation: Understanding the use of organic materials like straw and wood.

2. Environmental Management: Maintaining optimal temperature, humidity, and light conditions suitable for different mushroom varieties.

3. Pest and Disease Control: Identifying and mitigating risks to ensure healthy growth.

4. Harvesting and Marketing: Techniques to harvest mushrooms at the right time and strategies to market them effectively.

Benefits of Mushroom Skilling

1. Income Generation: Mushroom farming offers a reliable source of income, especially for small-scale farmers and unemployed youth.

2. Self-Sufficiency: Communities can grow their own food, reducing dependence on external supplies.

Mushroom skilling is a transformative practice in the 21st century, providing significant economic, nutritional, and environmental benefits. As global populations expand and the demand for sustainable food sources grows, empowering individuals with mushroom cultivation skills offers a promising pathway toward a healthier and more sustainable future. However, challenges such as the availability of raw materials, including spawn, straw, and proper management, particularly in educational settings like schools, can hinder the widespread adoption and success of mushroom cultivation programs. Addressing these challenges is crucial for maximizing the potential of mushroom skilling initiatives.

དང་པ་ར་ ང་བཅས་འགོ་འདྲིན་པ་ སློབ་མཁན་པོ་དང་ སློབ་ སངས་རྒྱས་རྡོེ་དང་ ང་རང་སྡོམ་ཏེ་ང་བཅས་གསུམ་གྱི་ལས་རིམ་འདི་ འགོ་འདྲིན་ཐབས་ཡོདཔ་ཨིན་ཟེར་ཞུ་ནི་ཨིན།

ལས་རིམ་དང་ ཨ་ལོ་ཚུ་ལུ་ ཆོས་དབྱངས་ཀྱི་ལས་རིམ་གྱི་ སྒྲིག་གཞི་ལམ་ལུགས་ཀྱི་ སྐྑོར་ལས་གོ་བརྡ་ཚུ་ལེགས་ཤོམ་འབད་སླབ་བྱིན་ཡོདཔ་ཨིན།

༡༽ སློབ་ཕྲུག་ཚུ་ལུ་ དྲོ་པ་གི་ཐུན་དང་ ཕྱི་རུའི་ཐུན་གཏང་ཐངས་དང་ ཁུངས་དང་དགོས་པ་ཚུ་ ལེགས་ཤོམ་འབད་བཤད་དེ་བྱིན་ཡོདཔ་ཨིན།

༢༽ རང་ལུགས་ཆོས་ཆ་གི་སྐོར་ལས་ རྒྱུ་མཚན་དང་དགོས་པ་ཚུ་ སླབ་ཐོག་ལས་ དུང་དང་རྒྱ་གླིང་ལ་སོགས་པ་ཚུ་ ལྷབ་སྦྱང་འབད་ཚུ་ག་དེ་དྲག་དྲག་སྦྱང་བ་འབད་བཅུག་ཡོད་པའི་གནས་ཚུལ།

༣༽ ལྷ་མཆོད་སྐྱོང་སྲུང་མ་ཚུ་ལུ་ གསོལ་ཁ་གཏང་ནི་ཚུ་ གདངས་དབྱངས་དང་བཅསཔ་སྦེ་ སློབ་སྟོན་འབད་དེ་ཡོད་པའི་ རྗེས་སུ་གོ་དོན་ཚུ་ཡང་ སླབ་བྱིན་ཡོད་པའི་སྙན་འབུལ།

༤༽ དྲོ་པ་མཆོདཔ་སྒྲིག་ཐངས་ཚུ་ སྟོན་བྱིན་ཡོད་པའི་ཁར་ ཕུལ་དགོ་པའི་རྒྱུ་མཚན་ཚུ་ཡང་ སླབ་བྱིན་ཡོདཔ་ཨིན།

༥༽ མར་ཆང་ཕུལ་ཐངས་དང་ སྒྲིག་ཐངས་ཚུ་ལེགས་ཤོམ་འབད་ སྦྱང་བ་བྱིན་ཡོད་པའི་སྙན་འབུལ།

༦༽ རང་ལུགས་བཅའ་སྒྲིག་རྐྱབ་ཐངས་ཚུ་གི་ སྐོར་ལས་བསླབ་སྟོན་འབད་ཡོདཔ་ཨིན།

མདོར་བསྡུ་སྟེ་སྙན་འབུལ་ཕུལ་བ་ཅིན་ ང་བཅས་ཚུ་ལོ་གཅིག་གི་རིང་ལུ་ གོང་ལུ་བཀོད་དེ་ཡོད་པའི་དོན་ཚན་ཁག་དྲུག་གི་ཐོག་ལུ་ གཙོའུ་བཏོན་ཡོདཔ་ཨིན་ཟེར་ཞུ་ནི་ཨིན་ལགས།

འགོ་འདྲིན་པ།

༡ སློབ་ སངས་རྒྱས་རྡོེ། རིག་སྟོབས་ཤེས་ཡོན་འགོ་འདྲིན་པ།

༢༽ སློབ་ མཁན་པ།་ ལས་རིམ་འགོ་འདྲིན་པ།

༣༽ སློབ་ བསོད་ནམས་རྡོེ། ལས་རིམ་རྒྱབ་སྐྱོར་པ།