Tsering Nurboo was born on 8 November 1959 in the village Wanla of Leh district. He began his career as a teacher and served in many government schools in Leh. He also served as a resource person at DIET Leh and at Student Educational and Cultural Movement of Ladakh (SECMOL). He was posted as Zonal Education Planning Officer (ZEPO) in Nubra and Zonal Education Officer (ZEO) in Kalakote (Rajouri) and Balwal (Jammu). He also had the opportunity to work as Private Secretary to the then Minister of State for Housing and Urban Development Skyabje Tokdan Rinpoche for three years.

Q. Tell us about your childhood and educational background.

I was enrolled in Government Primary School Wanla at the age of 6. There were around 5 students and one teacher at that time. Village Goba and a teacher would go to different villages with a written letter from H.H. Bakula Rinpoche that Rs. 100 should be fine to the family who does not send their children to school. During those days Rs, 100 was a huge amount. After that around 25 students were enrolled but most of them failed or dropped out. After class 4th, I also left schooling and after one year I appeared in the class 5th exam as a private candidate at Khalatse. From class 6th, I studied at Government High school Temisgam. I was a bright and hardworking student. I lost my mother when I was in 10th standard, so I left schooling for almost 2 years. After a few years, I went to Jammu and did my bachelors from Science College in 1985.

Q. Share with us your journey as a teacher.

After completing graduation, I appeared for a teacher interview which I successfully cleared. I was appointed as a teacher and posted as in charge headmaster at Middle School Wanla.  After that, I went to Srinagar to pursue Bachelor in Education. After two years I was promoted to master and served in High School Chuchot Shamma. I also served as a resource person at DIET Leh for 2 years and resource person at Student Educational and Cultural Movement of Ladakh (SECMOL) for 3 years where I learned the sense of dedication and responsibility. I also worked as Headmaster in Middle School Tia and High School Nyoma. I also had the opportunity to work as Private Secretary to the then Minister of State for Housing and Urban Development Skyabje Tokdan Rinpoche for three years. Also, posted as Zonal Education Planning Officer (ZEPO) in Nubra for three years and Zonal Education Officer (ZEO) in Kalakote (Rajouri) and Balwal (Jammu) for two years.

Q. Recently you have been awarded a National award for Innovations in Education. Tell us about it.

It was teamwork including Zonal Resource Person Tsering Angchuk, ZRP Sonam Phuntsog, Phuntsog Angchuk, Incharge SSA, headmasters and teachers. As a team, we completed all the civil work (construction) under Sarva Shiksha Abhiyan (SSA) on time. There is a scheme under SSA in which 3 huge rooms were constructed; we modified the bigger rooms into five small solarized and insulated rooms to beat the chilling cold in Photoksar. CEC Rigzin Spalbar really liked our idea and appreciated our efforts. Apart from this, we also did public mobilization many times to increase the enrollment rate in government schools. We have a residential hostel in Khalatse having about 200 boarders. We painted the walls subject wise with full diagram etc.  It is a crux of the entire syllabus from class 9th to 12th. We tried to focus on the informal method of teaching. We mobilize the people of Photoksar time and again. To have a centralized residential hostel in Photoksar and succeeded in our effort.

Q. Did winning this award changed your life, and if so, in what ways? How important is such recognition for teachers?

I was really encouraged by this award. It helped boost my hard work and becoming more dedicated. It is very important to recognize those who work really well. It is the only way to differentiate between who really work and who don’t work and take their job for granted. At Khalatsi block we present cash prize and khataks to dedicated teachers and brilliant students.

Q. How do you modify your teaching to reach students who are struggling to perform at grade level?

Our main aim is to make the students learn from different methods. All the government schools are now adopting joyful learning and a friendly environment at school. Earlier it was just chalk and talk method, but now we are focused on the participatory method of learning. Students are instructed to make clay models, painting etc so to encourage their creativity. In summers, we also take students to fieldwork and tell them to collect different things they get during the tour. We also do a regular inspection to different schools to check the progress report of students, as well as the teachers.

Q. How do you see the education scenario in Leh, both governments as well as a private school?

The education system in Leh has really improved as compared to the past. No doubt, private schools are good but not all the private schools. In other parts of the state, ZEOs are allowed to inspect private schools. However, this is not followed in Leh.  Earlier, Pre-primary Schooling system was not followed in any government school, but LAHDC Leh has introduced pre-primary schooling in all government schools, ICDS is also clubbed with the schools, and therefore it has proved very beneficial for the students as well as the teachers. However, the scenario of education in the government school in Leh district is comparatively better than Jammu and Srinagar.

Q. What is the most difficult aspect of teaching today?

Teaching method has changed over the years. Nowadays, schools whether private or government focus more on joyful learning rather than the traditional classroom method of teaching. However, still, parents prefer sending their children to private schools. Children who graduate from private schools perform better in education and are more confident than those who graduate from the government school. As far as, discipline is concerned; Children in government schools are more disciplined compared to children in private schools. Maybe the enrolment rate is high in private schools that is why it becomes difficult for the teacher to pay attention to each child. Also, it is the direction of the High court and Director of school education to avoid corporal punishment as this puts a negative impact on the overall development of the child.

Q. How do you see the student-teacher relationship in Leh. How important is it to have parent’s teacher meeting?

That’s very important. The school or classroom environment should be such that children can ask teachers for help anytime without any hesitation if they fail to understand the lesson. The teacher’s responsibility is to adopt methods that make easy for the child to understand the text clearly. Also, the classroom environment should be such that no discrimination is made amongst children. Fortunately, this is not prevalent in Ladakh unlike other parts of India. Secondly, Inclusive education is a must. A child with special needs should also get equal treatment in society.  They should also get the opportunity to go to school.  It’s good that the government has opened schools for specially-abled children and also they are admitted in normal schools. Parents- Teacher meet takes place in all government schools (Primary, middle and High schools) on the last day of every month.  Earlier, due to lack of awareness, parents wouldn’t say anything if a teacher is on leave.  Now the scenario is different. Parents are also becoming responsible when it comes to the education of their children.

Q. Apart from teaching, what role a teacher can play in the life of a student?

Although parents do play a crucial role in the upbringing of the child, it is the teacher who plays a major role in the overall development of the child. Nowadays, schools organize lots of extracurricular activities for children. For instance, we organize theatre workshops for them. Recently, we organized a 7-day theatre workshop in Khalatse which was funded by the Education department. Also, cultural academy organizes such workshops for school going, children.  Also, holding extra-curricular activities like quiz competition, essay competition, games, songs and dance competition to increase their confidence level. This helps children to identify his/ her potential in the particular area.

Q. What is the reason for improving pass percentage in board exams? Has the quality of education and infrastructure improved in government schools?

Earlier, the pass percentage of board exams in government schools used to be zero percent. Since last few years, it has started improving. Last year, the pass percentage of 10th Board was recorded as 77 percent. This was all due to remedial measures, winter coachings, and teacher training programmes etc. LAHDC and councilors have a great contribution to it. They give funds to provide winter coaching for class 10th and 12th students.

Q. Are there any changes needed in the government’s policy regarding education?

Now, under the chairmanship of Hill council books of environmental studies have been made localised up to 5th standard. Also, LAHDC Leh introduced pre-primary schooling in 2011. It also integrated ICDS with school. Infrastructure has also improved under Sarva Shiksha Abhiyan. As I said earlier there is a scheme under Sarva Shiksha Abhiyan that schools are provided funds for construction of school buildings. But the enrolment rate is very low in government schools; there is no requirement for big rooms or hall. So, there is a need to bring some changes in the infrastructure. It should be on the need basis.

Q. Lately LAHDC has started a campaign called ‘Kushok Bakula Education Campaign’. What is it all about and how this will help improving the scenario of government schools in Leh.

The main aim of this campaign is to dedicate and appreciate H.H Bakula Rinpoche’s contribution during his life for the society and in the field of education and to create awareness among the parents about the facilities and quality education provided in Government Schools. Through this campaign, we also try to the strengthening of the enrollment in a government school. LAHDC also regularly monitor the shortcomings and functioning of government schools.