STATEMENT OF PURPOSE

Current Employment
On January 1, 2008, I began my career as a teacher shortly after receiving my bachelor’s degree.
Initially, I was placed at Alaykha Community Primary School in the Chukha district. After
serving for five years until December 2012, I was transferred to Shaba Primary School in the
Paro district. At this point, despite already having over 15 years of experience in the field, there
is still a good number of years ahead to make valuable contributions to the community, nation,
and globally as a whole. To fulfill my professional aspirations, I have not only relied on
academic qualifications but also actively engaged in various professional development
opportunities and provided my services. As a result, I have been honored with certificates of
merit. Consequently, my career growth has been enhanced through grants of promotions in 2013,
2017, and 2021, and bestowed the prestigious "Royal Civil Service Award" from His Majesty the
King.
My role as Sr. Teacher II includes but is not limited to, teaching all areas of the primary
curriculum, taking responsibility for the progress of a class, organizing the classroom, planning
lessons, assessing, and recording pupil development, coordinating activities and resources,
staying up to date with changes in the curriculum, and supporting student development.
Selection of course and its relevance to my profession and academic background
The central focus of my role as an educator was to foster the knowledge, skills, and attitudes that
students need to contribute to the sustainable development of their communities and the world at
large. I have decided to pursue a full-time Master of Community Development degree (course
code M1212) as it aligns with my academic and professional backgrounds, and my interests to
interpret community in schools. As a teacher in Bhutan, I am responsible for supporting
comprehensive education aligned with the philosophy of Gross National Happiness. Continual
learning is crucial in this role, as it translates to enhanced learning for my students.
The degree of advancement in a nation can be gauged by the caliber of its teachers. In recent
times, the educational landscape has undergone a significant transformation, leading to
emotional and intellectual challenges for teachers. These challenges necessitate that educators
possess professional competence in addressing students' diverse learning requirements and
abilities. Additionally, I should be capable of presenting abstract concepts and theories in an
understandable and relatable manner. It is for these reasons that I have chosen to pursue this
course.
Based on my research, the proposed units of study will facilitate my ability to teach students the
principles of creating vibrant and healthy communities by imparting the values of community
involvement and progress. For instance, the unit ‘community development methods’ (COD601)
will enable me to acquire knowledge on how to serve the nation at my best. It will enable me to
understand the tools and techniques involved in community development and provides ideas and
practices that foster clear thinking, social responsibility, and moral strength required when
working in community-based settings as well as in other contexts. Consequently, the unit would
help me establish a classroom atmosphere that motivates students to engage fully in the learning
experience and take ownership of their education. This would foster a sense of community
among students, allowing them to participate in a supportive environment where they can
exchange ideas and cooperate with one another. Moreover, the course encourages critical
thinking, empowering students to scrutinize community concerns and identify possible solutions.
This, in turn, would help me promote social responsibility by motivating students to assume an
active role in contributing to positive change within their communities.
This program will help me understand complex community issues and give me the skills to make
strategies to address these problems. I am sure what I learn from this program will help me make
a real difference in people's lives. Therefore, I am confident that the program's outcomes will
have positive implications that can be applied to the Bhutanese context.
Value of the course to my professional growth
Ministry of Education's core mission is to develop sound educational policies that enable the
creation of a knowledge-based Gross National Happiness society, harness students' potential to
become productive citizens, and equip all children with appropriate knowledge, skills, and values
to cope with the challenges of the 21st century (http://www.education.gov.bt/). As a teacher, I
consider it my duty to provide high-quality education and create a positive learning environment
for my students as envisioned by the Education Ministry.
The Master of Community Development program is in line with a competency-based framework
that aims to professionalize civil servants. This framework emphasizes the necessary knowledge,
skills, and abilities to achieve high professional competence and fulfill responsibilities
effectively and efficiently. It also outlines crucial requirements for career advancement. As such,
enrolling in this program will enable me to fulfill these competency-based requirements and
progress in my career.
Position Level P2 is crucial in the civil servant's career ladder. My career goals are to strengthen
the noble profession, equip students for the future, and achieve career growth at key levels such
as Sr. Teacher I, Principal II, Vice Principal I, Dy. Chief District Education Officer, and
Specialist under the education family which mean better remuneration and active involvement.
With the constant transformations in the education landscape, teachers must continuously grow
and develop their profession to keep up with the challenges of the 21st century. To achieve
various goals, I need to use creativity and take initiative to devise appropriate strategies and
guidelines for the smooth functioning of schools. Therefore, it is essential to re-skill, up-skill,
upgrade, and gain a deep understanding of the education universe.
Ties with Home Country
Our country has given us two important things for free to sustain our lives and livelihoods, and to
lead a happy life, that is education and healthcare. So, I wish to contribute in the best ways I can
to my country’s future. In addition to it, all my career goals are focused on serving the country. I
put service before self, and I am enthusiastic to contribute towards nation-building, and this part
of my journey is an important step towards achieving the goals.

I have always aspired to become a figurehead in my community and lead with examples
inculcating traditional values fused with modern skills. My goal is to become a vice principal at
community-based schools in Bhutan, where I can delve into community development issues
under the guidance of experts and further my professional growth as a specialist. I will return to
Bhutan and continue my work in education, using the knowledge and skills gained from this
course to assist not only my students but also the wider community and nation in developing
plans, policies, and design curricula.

The Bhutan Civil Service Rules and Regulation 2018 (BCSR) mandates all civil servants to
comply with its provisions. According to Section 9.7.6 (3) of BCSR 2018, I am obligated to
return to my home country and report to my parent agency. Failure to comply with this
requirement would result in me being liable to pay the government twice the remuneration and
other benefits for the approved duration of the course, as stated in Section 9.7.7.3 (b), in addition
to facing legal consequences. (https://www.rcsc.gov.bt/wp-content/uploads/2019/02/Readable-
BCSR-2018.pdf)
I obtained an education loan amounting to BTN Nu. 35,00,000/- or AUD$ 0000/- from T Bank
Limited, and I am obliged to repay the loan from my monthly salary.

At the end of the day, the heart is where the home is. Considering personal factors, one of which
is the well-being of my two daughters. They are still in primary school, and my younger daughter
is yet to attend school as she has not yet turned five. Additionally, my family's assets require my
physical presence for several administrative procedures, such as cadastral surveys, as I have yet
to receive ownership of our land.
Particular Relationshi Assets held Amount
Sl. Name/ID No Title No.
s p at (Forex 54.45)
Tshenchenla Samtse BTN Nu. 6,392,949
1 Land Father Title No. 746
11214002092 district or AUD$ 117,409.53
Tshenchenla Zhemgang BTN Nu. 680,920
2 Land Father Title No. 387
11214002092 district or AUD$ 12,505.42
Tshenchenla Zhemgang BTN Nu. 1,378,029
3 Land Father Title No. 1295
11214002092 district or AUD$ 25,308.15
Ngawang Trashi
BTN Nu. 2,300,355
4 Land Dorji Father in-law Title No. 505 Yangtse
or AUD$ 42,247.11
11608003050 district
Trashi
Choten Mother in- BTN Nu. 1,123,538
5 Land Title No. 818 Yangtse
11608003049 law or AUD$ 20,634.31
district
Moreover, our parents are getting older, and we must provide them with all the support they need
during their vulnerable years. They have taken care of us, and it would be inhumane to abandon
them in their time of need. Lastly, my husband has also made significant sacrifices in his career,
and he must return to his job, which further reinforces our decision to return home as soon as we
complete the course.

Immigration History
I made the most of my academic breaks in winter to visit various districts within the country for
pilgrimage and to see family. Managing my professional obligations, the potential academic
disruptions during my absence, and my spouse’s frequent official travels made it challenging to
find a suitable time to travel beyond.
The husband has consistently maintained a record of clean immigration. Throughout 10 years, he
has traveled a total of 35 times to multiple destination cities of Singapore, Thailand, Nepal,
Bangladesh, and India. These trips were undertaken such as conducting audit assignments at
Airline station offices and attending training and seminars at distinguished institutions such as
the Institute of Internal Auditors and Bangkok School of Management.
Three years ago, in times covid 19 hit the world, my spouse applied for a Visitor (class FA)
Tourist (subclass 600) visa with a clear intention to attend the graduation ceremony for a brief
period. Unfortunately, the application referenced 2020638537 was refused on March 12, 2020.
Despite his best efforts to document his intention, he didn’t have the entire idea to process a
tourist visa. This time, we have sought guidance from an authorized agent and submitted all
required documents including ‘my spouse's statement on immigration history’, to support our
current visa application.