Gross National Happiness through Gross National Healthiness: Cross Cultural Approaches of Pre-service Teacher Education - Health Education

This paper has two levels. The first level is structured around the culturally diverse strategies implemented within the Pre-service Teacher Education programs in Paro, Bhutan and Armidale, Australia. These programs are designed to prepare teachers to facilitate health education within schools. The pedagogical approaches are outlined for Paro College of Education (Royal Bhutan University), and followed by a description of the approach provided by the School of Education (University of New England). Data relevant to the pedagogical approach adopted for the programs is to be provided by the culturally specific health education academic. The approaches incorporated within each program are outlined and examined for similarities and differences. The second level of this paper examines the culturally specific efficacy of the health education delivered in schools. Data pertaining to the school-based programs are gleaned from recollections of school-aged students' knowledge and understanding of content imbedded in health education programs. These recollections are recorded interviews of diverse school-aged children in both Paro and Armidale. The application of these knowledge and subsequent observed behaviour changes are reported. The degree to which pre-service teacher education, within the discipline of health education supports school-based students, making informed health decisions and subsequent optimal health behaviours in Bhutan and Australia, my provide a measure of the programs effectiveness.