1. Design-for-change
To understand Global Warming and its adverse impacts
on mother earth
…Initiating individual and local actions to contain
global warming and be resilient….
Submitted by:
Zilneon Namgyelling Pry School
Thimphu: Bhutan
Year 2012

2. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
1. BACKGROUND
Zilnon
Namgayling
Primary
school
is
located
in
the
Royal
Bhutan
Police
campus
with
eight
hundred
thirty
two
students
(832)
students
and
thirty
three
(33)
teachers.
Ninety
five
percent
(95%)
of
the
students
reside
within
the
Royal
Bhutan
Police
and
the
rest
reside
outside
the
campus.
The
school
was
invited
to
join
the
Design
for
change
(DFC)
contest,
initiated
by
the
Early
Learning
Center,
one
of
the
private
schools
located
in
Motithang,
Thimphu.
The
following
were
the
objectives
of
introducing
design
for
change:
ü Give
children
an
opportunity
to
express
their
own
ideas
for
a
better
world
and
put
them
into
action.
ü Give
the
young
children
to
take
matters
into
their
own
hands
and
believe
that
they
can
be
the
drivers
of
change.
The
DFC
program
had
four
stages
of
implementation:
ü FELT
ü IMAGINE
ü ACT
ü SHARE.
In
the
“FELT”
stage,
the
students
were
required
to
feel
what
bothered
them
in
terms
of
the
nature
around
them.
In
the
“IMAGINE”
stage,
they
were
required
to
imagine
how
to
address
what
had
bothered
them
in
the
“FEEL”
stage.
In
the
“DO”
or
the
“ACT”
stage,
they
were
supposed
to
act.
In
other
word,
they
were
required
to
do
the
activity
to
make
the
Imagined
stage
happen
and
in
the
fourth
stage
called
the
“SHARE”,
they
were
to
share
with
others
in
the
society
or
community
all
those
that
had
transpired
in
the
earlier
three
stages.
With
the
phase-­‐wise
activity
of
the
said
contest,
the
students
of
20
numbers
of
Zilnon
Namgayling
Primary
School
set
out
to
participate
in
the
contest
from
9th
August
2012.
We
have
20
member
students
consisting
6
boys
and
14
girls
from
class
IV
to
VI.
ll.
IM
PLEMENTING
THE
DESIGN
FOR
CHANGE
PROGRAM/CONTEST
In
brief,
the
four
stages
of
FEEL,
IMAGINE,
DO
and
SHARE
were
practiced
in
the
following
ways
A. FEEL
stage(13rd
to
23rd
August
2012)
In
the
stage,
following
students,
identified
as
the
issues
that
need
to
be
addressed:
Kinzang
Dorji
=
Youth
related
problem
Dechen
Nidup
=Increased
divorce
and
family
violence
in
the
society
Kinley
wangchuck
=
Smoking
as
source
of
health
hazard
Tshewang
Rinchen
=
Improper
use
of
toilets
within
the
school
compound
Pema
Tenzin
=Increased
global
warming
and
its
adverse
impacts
on
sustenance
of
lives
Shacha
Tenzin=Increased
divorce
and
family
violence)
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
1

3. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
Lhamo
Lhaden=
Increased
global
warming
and
its
adverse
impacts
on
sustenance
of
lives
Tandin
Pem
=
bullying
Tshering
Wangmo=
Increase
waste
generation
Kuenzang
Dema
=
Increasing
traffic
congestion
and
threats
to
pedestrians
Phuntsho
Wangmo=Increase
of
robbery
cases
Sonam
Dema=
Increased
global
warming
and
its
adverse
impacts
on
sustenance
of
lives
Chimi
Selden=
Increased
global
warming
and
its
adverse
impacts
on
sustenance
of
lives
Kuenzang
Lhaden=
Smoking
as
source
of
health
hazard
Tshendu
Zangmo=
Increased
divorce
and
family
violence)
Pranita
Bishwa=
Increased
global
warming
and
its
adverse
impacts
on
sustenance
of
lives
Roshna
Gurung=
Youth
related
problem
Susma
Gurung=
Increased
global
warming
and
its
adverse
impacts
on
sustenance
of
lives
Manisha
Chapagai
=Smoking
as
source
of
health
hazard
Tashi
Wangmo
=Increased
global
warming
and
its
adverse
impacts
on
sustenance
of
lives
After
discussion
among
themselves
and
in
consultation
with
the
coordinator,
it
was
observed
that
majority
of
the
students
felt
that
global
warming
as
great
concern
and
therefore
need
to
work
on
this
aspect
to
build
up
resilience
by
taking
personal
initiatives
and
sharing
with
other
colleagues
and
society
at
large.
The
students
deliberated
in
length
and
agreed
that
lot
of
initiatives
can
be
undertaken
at
the
individual
level
and
the
impact
of
such
initiative
will
help
society
build
up
resilience
to
combat
Figure
1:
DFC
Coordinator
explaining
DFC
concepts
to
students
increasing
global
warming.
The
students
identified
following
initiatives
that
could
be
implemented
for
larger
benefit
of
the
society:
ü Not
to
burn
and
throw
the
plastic
anywhere,
ü Planting
more
tress
where
possible,
ü Preventing
forest
fire,
ü Reduce
air
pollution
by
controlling
emission
levels
ü Encourage
use
of
energy
efficient
electronic
gadgets
(rice
cookers)
instead
of
wood
stoves
ü Reduce
use
of
woods
for
heating,
cooking
and
construction
purpose
by
other
alternatives.
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
2

4. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
ü Reduce
consumption
of
animals
product
(meat,
egg,
cheese
,
butter
,
milk
etc)
to
reduce
methane
emission.
B. IMAGINE
STAGE
(24th
to
31st
August)
In
the
second
stage,
the
students
imagined
following
as
possible
desired
outcomes:
ü Clean
air
to
breath
in,
ü Safe
sun
to
expose
their
body,
ü No
adverse
weather
condition,
ü Safe
to
live
on
earth
without
natural
disaster
like
drought,
flood,
tornadoes
etc.
which
are
caused
by
global
warming.
The
students
were
also
convinced
that
human
activities
are
fully
responsible
for
increasing
global
warming
and
much
can
be
done
at
individual
level
to
reverse
this
trend.
Recent
researches
have
shown
that
inconceivable
catastrophic
changes
in
the
environment
will
take
place
as
soon
as
concentration
of
Co2
in
the
atmosphere
reaches
the
level
of
about
450
parts
per
million
(PPM).
Today’s
concentration
is
already
at
380
ppm
and
it
rises,
on
average
2-­‐3
ppm
each
year,
so
that
the
critical
value
will
be
reached
in
approximately
25
to
30
years
from
now.
C. DO
-­‐STAGE.
(
3rd
to
8th
September)
The
third
stage
being
the
action
stage,
the
students
discussed
and
came
up
with
the
action
plans
as
shown
in
Table
1.
S#
Activity
strategy
who
when
1
Smoking
free
zone
Talk
in
the
assembly
how
DFC
member
and
-­‐all
the
time.
harmful
smoking
is
to
the
all
the
staffs.
health
and
environment.
-­‐make
sign
board
in
the
school
campus.
2
Reduce
car
emission
Observe
1
day
pedestrian
on
-­‐DFC
member
in
-­‐every
Thursdays
for
our
school.
turn
do
the
duty
Thursday.
3
Preventing
forest
fire.
Give
speeches
in
the
DFC
member.
Every
Monday
Reduce
burning
of
wood
assembly
on
the
importance
for
heating
and
cooking
preserving
trees.
-­‐how
it
helps
to
reduce
the
global
warming.
4
Planting
more
tress
(a
Plant
more
trees
to
the
area
DFC
and
some
-­‐2nd
June
2013
forestation)
destroyed
by
forest
fire.
parents
-­‐Plant
200
sibling
above
Lungten
Zampa
School.
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
3

5. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
5
Four
R’S
-­‐
Collecting
pet
bottles
DFC
member.
All
the
time.
-­‐Waste
management
sending
for
recycling
activity
proposed
under
-­‐Waste
segregate
into
3
earlier
2010
DFC
trashes.
initiative
still
being
-­‐Collect
plastics
and
stitches
continued
cushion(Replicated
from
ELC)
6
Energy
Saving,
Climate
-­‐Observe
one
day
in
a
week
All
the
students
in
-­‐Every
Change
Tips
for
our
a
vegetable
day
/
meatless
Zilnonnamgayling
Monday.
school.
day.
primary
school.
7
keep
toilets
clean
Create
awareness
on
proper
DFC
members.
Throughout
use
of
toilet
Teachers,
principal,
the
day,
-­‐clean
the
toilet
every
sweeper
and
day.
captain.
-­‐Ensuring
there
is
24
hour
of
water
supply.
Figure
2:
DFC
members
preparing
cushions
using
waste
materials
Before
implementing
the
activities,
the
member
students
presented
their
action
plans
in
the
assembly
and
gave
awareness
speeches
both
English
and
Dzongkha.
As
a
part
of
action
plan,
the
students
and
teachers
visited
relevant
websites
for
additional
information
to
understand
the
following:
ü What
are
the
causes
of
global
warming,
ü Individual
responsibility
to
reduce
global
warming,
ü Effect
of
global
warming,
ü Potential
threats
to
the
mother
earth
etc.
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
4

6. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
D. Share
Stage
(10th
to
20th
September)
In
the
sharing
stage,
the
students
shared
the
idea
of
what
they
have
learned
in
the
“Do-­‐stage”
as
follows.
10
September
2012
Speeches
were
delivered
by
the
DFC
members,
both
in
Dzongkha
and
English
languages,
in
the
morning
assembly
highlighting
on
what
global
warming
is
and
what
are
the
factors
that
contribute
to
the
global
warming.
11
September
2012
Figure
3:
DFC
Member
delivering
speeches
to
the
fellow
students
at
the
Assembly
Ground
Principal
declared
every
Thursdays
as
the
pedestrian
day
to
reduce
Co2
emission
levels
in
the
school
compound.
The
DCF
members
also
gave
the
speeches
underlining
the
importance
of
caring
plants
for
own
survival.
15
September
2012
The
Model
and
Poster
competitions
were
organized
for
classes
IV
and
above
with
an
objective
to
create
better
understanding
of
the
global
warming
phenomena
and
its
adverse
impacts
on
the
very
survival
of
lives
on
earth.
Criteria
for
assessment
for
model
were
clarity
of
message,
relevance,
originality,
creativity,
colour,
design,
and
size
of
the
model,
presentation
and
explanation.
The
Figure
4:
Model
on
display
Figure
5:
Model
on
display
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
5

7. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
Figure
8:
Judges
assessing
the
models
Figure
9:
Model
on
display
Figure
7:
Poster
competition
Figure
6:
Teachers
evaluating
the
posters
The
criteria
for
the
assessment
of
posters
were
clarity
of
message,
relevance,
information
content,
creativity,
language,
neatness,
presentation
and
size
of
the
posters.
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
6

8. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
20
September
2012
Final
presentations
were
made
by
DFC
member
on
the
following
points:
ü Promising
interventions/tips
to
reduce
global
warming
ü Histogram
of
Co2
concentration
on
yearly
basis
ü Definition
and
causes
of
global
warming
ü Adverse
impact
of
global
warming
ü Productive
use
of
waste
products
The
pictures
below
shows
the
above
events
Figure
10:
DFC
Student
members
controlling
traffic
on
Thursdays
to
reduce
carbon
emission
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
7

9. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
Figure
12:
Final
Products
on
display
Figure
11:
PET
bottles
being
collected
and
being
sold
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
8

10. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
Students
DFC
Members
1.
Pema
Tenzin
(5C)
10. Tshering
Wangmo
(5B)
2. Kinzang
Dorji
(6C)
11. Kuenzang
Dema
(5B)
3. Dechen
Nidup
(5C)
12. Phuntsho
Wangmo
(5C)
4. KInley
Wangchuck
(
5B)
13. Sonam
Dema
(5C)
5. Tshewang
Rinchen(5
C)
14. Chimi
Selden
(5A)
6. Shacha
Tenzin
(5C)
15. Kuenzang
Lhaden
(5B)
7.
Tashi
Wangmo
(6C)
16. Tshendu
Zangmo
(5A)
8. Lhamo
Lhaden
(6C)
17. Pranita
Bishwa
(5C)
9. Tandin
Pem
(6C)
18. Roshna
Gurung
(5C)
19. Susma
Gurung
(6C)
20. Manisha
Chapagai
(6C)
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
9

11. REPORT
ON
DESIGN-­‐FOR-­‐CHANGE
List
of
teacher
coordinators
for
the
DFC
Programme
1. Ms.
Sangay
Lhamo,
2. Ms.
Chimi
Dema
3. Ms.
Dechen
Wangmo
4. Mr.
Tshewang
Dorji
Lyrics
of
the
GLOBAL
WARMING
SONG
“you
are
my
mother”
composed
as
part
of
the
Design
for
Change
Program.
You
are
my
mother,
my
only
mother,
We
sing
for
you
dear,
we
sing
for
our
mother,
Let
our
mother
earth
be
ever
green.
Say
no
to
pollution,
say
no
to
forest
fire,
Say
no
to
plastic,
say
no
to
toxins,
Let’s
save
our
Ozone
now.
Refuse
the
plastic,
reduce
the
plastic,
Reuse
the
plastic
and
recycle
the
plastic,
And
save
our
mother
earth.
I
dream
for
clean
air,
you
dream
for
safe
sun,
We
dream
for
less
pollution,
we
dream
for
better
world,
Let’s
save
our
nature
now.
You
are
my
mother,
my
only
mother,
We
sing
for
you
dear,
we
sing
for
our
mother,
Let
our
mother
earth
be
ever
green.
Understanding
Global
Warming
and
taking
personal
initiative
to
be
resilient
Page
10