𝐃𝐳𝐨𝐧𝐠𝐤𝐡𝐚 𝐋𝐢𝐭𝐞𝐫𝐚𝐜𝐲 𝐃𝐞𝐜𝐥𝐢𝐧𝐞𝐬 𝐢𝐧 𝐏𝐫𝐢𝐦𝐚𝐫𝐲 𝐒𝐜𝐡𝐨𝐨𝐥𝐬

…𝐍𝐄𝐀 𝟐𝟎𝟐𝟒 𝐫𝐞𝐩𝐨𝐫𝐭 𝐜𝐚𝐥𝐥𝐬 𝐟𝐨𝐫 𝐮𝐫𝐠𝐞𝐧𝐭 𝐚𝐜𝐭𝐢𝐨𝐧 𝐚𝐬 𝐆𝐫𝐚𝐝𝐞 𝐈𝐈𝐈 𝐃𝐳𝐨𝐧𝐠𝐤𝐡𝐚 𝐥𝐢𝐭𝐞𝐫𝐚𝐜𝐲 𝐡𝐚𝐬 𝐬𝐥𝐢𝐠𝐡𝐭𝐥𝐲 𝐝𝐞𝐜𝐥𝐢𝐧𝐞𝐝, 𝐡𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐢𝐧𝐠 𝐭𝐡𝐞 𝐧𝐞𝐞𝐝 𝐟𝐨𝐫 𝐛𝐞𝐭𝐭𝐞𝐫 𝐫𝐞𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐚𝐧𝐝 𝐭𝐞𝐚𝐜𝐡𝐞𝐫 𝐭𝐫𝐚𝐢𝐧𝐢𝐧𝐠.

By Kinzang Lhamo

Dzongkha reading literacy among grade III students has shown little improvement over the past three years, according to the National Education Assessment (NEA) 2024 report, raising concerns about the future of the national language in schools. Only 86 percent of students met the minimum proficiency level, a slight drop from 88 percent in 2021. This slight decline stands in contrast to gains in English reading and mathematics over the same period.

The report highlights wide variations across districts. Lhuentse, Trashiyangtse, and Zhemgang recorded some of the strongest results in Dzongkha literacy but scored lower in English and mathematics. Urban areas performed better in English and mathematics but lagged behind in Dzongkha. Dagana, Samdrup Jongkhar, Samtse, and Tsirang were among the lowest performers across all subjects, emphasizing the need for targeted interventions.

A 2024 feedback study supported by the United Nations International Children’s Emergency Fund (UNICEF) found that while some recommendations from previous assessments, such as early identification of struggling learners, have been implemented, systemic barriers remain. Limited access to Dzongkha learning resources and unreliable rural internet connectivity continue to hinder equal implementation of education reforms.

Kinley Dorji, Executive Specialist at the Bhutan Council for School Examinations and Assessment, expressed concern over Tsirang’s performance. “Tsirang’s performance falls below the national average, and the data shows it also has the highest teacher attrition rate among all dzongkhags.” He noted, “High teacher turnover disrupts classroom stability, reduces instructional quality, and makes it difficult for students to build consistent learning habits.”

Another source explained, “Low performance in Dzongkha is largely contributed by our rural set-up and the fact that most parents are illiterate. Maximum students are Lhotsam-speaking, where Dzongkha is used only in school. The Education Sector and the Dzongkhag Administration place importance in reading through various reading programs.”

He explained that their schools monitor student performance twice a year, with results shared during mid-term and annual examinations. Dasho Dzongda and Dzongkhag Education Officers closely supervise the assessments, and performance targets are set for both STEM and non-STEM subjects. Some schools also arrange boarding facilities in November to support students before annual exams, an initiative that has shown positive results.

However, challenges remain. He highlighted “Schools have fewer reading materials in Dzongkha, which is another factor affecting performance.”

He said, “with fund support from the Ministry of Education and Skills Development, we will be providing interactive boards to schools. Extensive reading and mentor-mentee systems are implemented in all schools. However, the Dzongkhag or Education Sector has no authority to control teachers leaving the service or going on Extra Ordinary Leave. We try to convince them not to leave, but it remains a challenge.”

Pelden Wangmo, Chief Dzongkhag Education Officer of Zhemgang, emphasized Dzongkha’s broader significance. “As the national language, Dzongkha helps bring students together across different regions and dialects. It promotes effective communication, national unity, and fosters social bonds. In Zhemgang, Dzongkha performance is generally strong, with students consistently achieving above the National Mean marks in all high-stake examinations such as BCSEA,” she said.

She added that school-community projects, workshops, and family involvement through reading at home could further improve Dzongkha literacy. “Digital collaboration using online platforms can also extend learning beyond the classroom,” she noted.

Teachers across the country report similar concerns. “The common challenges our students face in developing Dzongkha reading and writing skills include limited reading materials, most subjects being taught in English medium, limited exposure including digital platforms, and fewer Dzongkha medium subjects,” explained a primary teacher. He added, “We can use strategies like storytelling, role play, debates, writing activities, and multimedia tools to make Dzongkha lessons engaging and meaningful for the students.”

School principals also stressed the need for regular training. “We have two trained Dzongkha teachers. Technology is upgrading on a daily basis, so if regular training is provided, it would be very convenient for us,” said a principal from an eastern dzongkhag. Another principal from Tsirang noted student attitudes as a challenge. “Many students feel that Dzongkha is difficult and study it only because it is compulsory. They mostly use their mother tongue, and only a few put in their best effort and bring good results,” he said.

Urban teachers highlighted the influence of the home environment. “Parents are mostly civil servants and use English to communicate with their children from a very young age. Students may also see Dzongkha as a hard subject and feel at ease using English,” one teacher explained.

Teachers emphasized that classroom methods need to evolve. “The reason for stagnation can be because in Dzongkha there is mostly one-way teaching. With the changes, textbooks are evolving too. We are being introduced to colorful textbooks to grab students’ attention,” said a teacher from Phuntsholing.

The NEA 2024 report recommends evaluating the effectiveness of current Dzongkha literacy policies, providing targeted resources to underperforming districts, strengthening teaching practices in private schools, and encouraging the use of Dzongkha beyond the classroom. Expanding reading materials, enhancing teacher training, improving digital resources, and fostering home-school collaboration are key steps.

Preserving Dzongkha requires coordinated efforts from the government, schools, parents, and communities to safeguard the language for future generations. Without urgent action, the report cautions, Dzongkha literacy will continue to lag behind other subjects, weakening its educational and cultural role.