𝐌𝐨𝐄𝐒𝐃 𝐭𝐨 𝐈𝐧𝐬𝐭𝐚𝐥𝐥 𝐒𝐨𝐥𝐚𝐫 𝐖𝐚𝐭𝐞𝐫 𝐇𝐞𝐚𝐭𝐢𝐧𝐠 𝐒𝐲𝐬𝐭𝐞𝐦𝐬 𝐢𝐧 𝟏𝟕 𝐒𝐜𝐡𝐨𝐨𝐥𝐬 𝐭𝐨 𝐈𝐦𝐩𝐫𝐨𝐯𝐞 𝐇𝐲𝐠𝐢𝐞𝐧𝐞

…𝒊𝒏𝒊𝒕𝒊𝒂𝒕𝒊𝒗𝒆 𝒘𝒊𝒍𝒍 𝒑𝒓𝒐𝒗𝒊𝒅𝒆 𝒉𝒐𝒕 𝒘𝒂𝒕𝒆𝒓 𝒂𝒄𝒄𝒆𝒔𝒔 𝒕𝒐 𝒃𝒐𝒂𝒓𝒅𝒊𝒏𝒈 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒊𝒏 17 𝒔𝒆𝒍𝒆𝒄𝒕𝒆𝒅 𝒔𝒄𝒉𝒐𝒐𝒍𝒔

By Kinzang Lhamo

The Ministry of Education and Skills Development (MoESD) will begin implementing a Solar Water Heating System (SWHS) installation project within this financial year to improve hygiene, health, and attendance among students in 17 selected schools located in Bhutan’s colder regions. The project is funded by the Bhutan Trust Fund for Environmental Conservation (BTFEC).

The initiative is expected to benefit around 6,000 students by providing access to hot water for bathing and personal hygiene, particularly for boarding students. The implementation will take place in two phases: eight schools will be equipped in the 2025-2026 financial year, with the remaining nine scheduled for 2026-2027. Although the project is planned for three years, officials expect to complete it within two, depending on accessibility and weather conditions.
This project addresses concerns over the effects of Bhutan’s varied and extreme climate on children’s well-being, especially in schools where heating facilities are inadequate or absent. Choening Sherab, Deputy Chief Program Officer of the Health and Wellbeing Division under the Department of Education, said, “This project is not just about comfort; it is a basic requirement for health and dignity. We are focused on reaching schools where students don’t have what most of us take for granted- warm water to stay clean and healthy.”

Schools were selected after careful consideration of enrollment numbers, climatic challenges, and existing infrastructure gaps. The project targeted only schools with sufficient student populations to avoid potential resource waste if a school were to close due to low enrollment after installation.

In many cold-region schools, students, especially girls, go days or even weeks without bathing because of the lack of hot water. This situation affects hygiene, attendance, and mental well-being. Girls and children with special needs are among the most affected. Students often resort to unsafe alternatives such as boiling water over open flames or using firewood, which pose safety risks and environmental concerns.

The solar water systems are intended to address these issues sustainably. Following installation, training will be provided to school staff and students to manage minor maintenance at the school level, ensuring the systems’ long-term sustainability.

Sherab added, “We are not only addressing a sanitation issue but also promoting inclusive education by supporting the specific needs of girls and children with disabilities. After all, learning cannot take place if basic human needs are unmet.”

The project is considered a pilot, with MoESD exploring further collaboration with the Ministry of Energy and Natural Resources to expand its reach. Dzongkhag Education Officers, principals, and local leaders will be key partners, and schools will be encouraged to work with communities and gewogs to implement similar solutions where possible.
Bhutan’s mountainous geography contributes to sharp climatic differences across regions. Some northern schools are located between 2,800 and 5,000 meters above sea level, experiencing severe winters from September onward. Many lie above the tree line, making access to traditional heating sources such as firewood difficult and environmentally unsustainable.

According to the Renewable Energy Master Plan (2014), Bhutan receives moderate to high solar radiation in colder zones, ranging from 1,607 to 2,700 kilowatt-hours per square meter per year. This makes solar energy for water heating both feasible and efficient. A 1,000-litre solar heating system installed in 2018 at Bjishong Central School in Gasa has already demonstrated the viability of solar water systems in Bhutanese schools.

The SWHS project aligns with the country’s broader education and climate resilience strategies. In recent Five-Year Plans, MoESD has prioritized improving school infrastructure through clean toilet initiatives and enhanced Water, Sanitation and Hygiene (WASH) programs. In 2022, the ministry adopted the WASH in Schools (WinS) Strategy 2022-2030 to provide gender- and disability-sensitive facilities that create safe, inclusive learning environments.
By reducing reliance on firewood and hydropower, the project contributes to Bhutan’s climate goals by lowering electricity consumption in schools, reducing emissions, and helping preserve forest resources.

Many schools continue to face challenges caused by climate-related disruptions. In very cold regions, chilblain outbreaks have been reported, while heat stress and dehydration are growing concerns in warmer zones. The World Bank (2016) notes that children, especially girls and those with disabilities, are among the most vulnerable to climate change impacts and infrastructure gaps.

The SWHS project is therefore designed to promote climate resilience, gender equity, and inclusive access to education. Sherab said, “This is a practical step toward ensuring that all students, regardless of gender, location, or physical ability, can learn in an environment that supports their growth and well-being. No student should have to walk home just to take a bath.”

MoESD’s long-term vision, outlined in the draft 13th Five-Year Plan, includes increasing access to quality education and improving the health and well-being of students and educators. The installation of SWHS systems is expected to contribute directly to Outcome 2, equitable access to education, and Output 4, health and well-being of learners and education professionals.

Although most Bhutanese schools are connected to the power grid, 1.2 percent remain off-grid, and many continue to rely on wood-based heating or outdated electric systems. The SWHS project offers a cleaner, more cost-effective solution, especially in areas with optimal solar exposure and where traditional fuel sources are unsustainable or no longer viable.

In the long term, MoESD hopes the success of this project will encourage more systematic adoption of solar technologies in schools, not only for water heating but also for other educational and operational needs.
As Bhutan prepares future generations for a green and sustainable economy, investment in clean energy infrastructure in schools reflects a broader national priority that links environmental stewardship, public health, and equitable education.