A one-day capacity building workshop under the Gender Equality and Social Inclusion (GESI) Project brought together school principals and local leaders from Peljoring, Tashithang, Gomtu, Tendu, and Yoseltse at Samtse College of Education on Saturday, 26 July 2025. The event aimed to deepen participants’ understanding of gender equality and social inclusion in education while providing practical strategies to help both principals and local leaders foster more inclusive and equitable schools and communities. A key focus was building their capacity to champion and implement GESI principles effectively within their schools and local communities. Central to the workshop was the upcoming launch of the LIKE Club, a major initiative of the GESI Project.
The programme began with an overview of the GESI framework presented by Tshering Om Tamang, who outlined the project’s core objectives and highlighted the importance of addressing inequalities in school environments and communities. This session sparked a thoughtful discussion, particularly around resource limitations. Several participants pointed out the need for structural support, emphasizing that gaps identified in the project’s baseline data must be appraised to the Ministry of Education and Skills Development and incorporated into the curriculum, since individual schools may not necessarily have the capacity to provide the resources. This concern reflected broader doubts about the feasibility of school-level initiatives without centralized planning and funding.
Participants then took part in experiential activities such as The Garden of Kindness and The Price of Peace, facilitated by Karma Gayphel and Dr. Kinley Seday. These sessions delved into the interpersonal aspects of leadership, including compassion, empathy, ethical courage, and addressing financial needs within the context of schools and local communities. The Garden of Kindness especially resonated with many participants. Dawa, one of the participants, reflected on how cultivating kindness within themselves not only fosters a positive environment for everyone but also makes this activity something students will truly enjoy and benefit from.
In the afternoon, sessions like Rethinking Serving Order and Mobility Maze, led by Sonam Wangmo and Dr. Kinley, encouraged school leaders to reassess hierarchical structures and physical barriers that limit access for individuals with disabilities. These activities shed light on practical challenges and urged leaders to critically consider ways schools and communities can become more inclusive and accessible.
A significant part of the workshop focused on the upcoming launch of the LIKE Club and questions around school readiness. Several principals stressed the importance of securing ministerial approval and creating implementation processes that build teachers’ capacity. In response, project members updated participants on recent communications with the Ministry, assuring them that the approval process is currently underway. Participants also stressed that the data and information provided by the project will be vital for guiding and supporting meaningful policy changes.
One of the most memorable insights came from the Principal of Gomtu, who reflected on the broader objective of the project. He noted that schools must go beyond serving their immediate communities and prepare children to navigate and contribute to the wider world while retaining their core Bhutanese values. “We must give students the values they need to fit into every society, not just their own,” he said, capturing the heart of one of the project’s main aims.
As the workshop came to a close, it underscored the critical importance of dedicated leadership and a collective commitment to GESI. School principals left with actionable plans to introduce LIKE Club in their schools, while local leaders prepared to champion and facilitate these initiatives in their communities. With effective strategies shared and a strengthened sense of purpose, the event marked a meaningful milestone in advancing GESI indicators within the education system.
