Gross national happiness: modelling in Bhutan

Author Eric Stokes Published 26 October 2009

Developing computer and information technology has increased our ability to model complex systems. In engineering, modelling was progressively refined over the nineteenth and 20th centuries as scientific knowledge developed. This, coupled with the experience gained from building and operating systems, enabled larger and more complex systems to be developed with greater confidence. The computer and open systems has further extended our capacity to model complex systems.

But modelling requires care. A model, after all, is a representation of a real system. Information is fed into it, which is then interpreted and put to use in a real situation. An inadequate model and inaccurate data leads to inaccurate output and invalid conclusions. Care must therefore always be taken to ensure that the conditions assumed in the development of the model are a reasonable representation of the real situation. Objective evaluation of the performance of the real system is also needed to give feedback for improvement. The history of engineering gives many examples of disasters resulting from using inadequate models or moving beyond the validity of existing models. Risk management requires careful evaluation of uncertainties that may be faced in any situation.

My daughter has recently been involved in a project in Bhutan to introduce a youth policy. Bhutan is a small, self contained country to the north of India which has been moving from an isolated feudal state to a democratic kingdom better able to interact with the outside world. The governing principle in Bhutan's development is the achievement of Gross National Happiness. This has resulted in the development of a model for a society wishing to retain its traditional values while evolving into a modern democracy.

Nine domains have been defined in the model covering a range of areas, including living standards, good governance, health and education. The elements of these domains are being developed within project consultants required to cover defined items. The relative impact of each project on each item has to be assessed on a scale of 1 to 4. In education there are 48 items including collective life, meditation, compassion and tolerance. The youth project required evaluation of 33 items. It presents an unusual model to the western mind.

For more information visit the website www.grossnationalhappiness.com. How effective is this model? How would you cope with such an assignment?