𝐎𝐩𝐩𝐨𝐬𝐢𝐭𝐢𝐨𝐧 𝐒𝐞𝐞𝐤𝐬 𝐂𝐥𝐚𝐫𝐢𝐭𝐲 𝐨𝐧 𝐆𝐨𝐯𝐞𝐫𝐧𝐦𝐞𝐧𝐭’𝐬 𝐒𝐜𝐡𝐨𝐨𝐥 𝐑𝐚𝐭𝐢𝐨𝐧𝐚𝐥𝐢𝐳𝐚𝐭𝐢𝐨𝐧 𝐏𝐥𝐚𝐧

…𝒐𝒑𝒑𝒐𝒔𝒊𝒕𝒊𝒐𝒏 𝒓𝒂𝒊𝒔𝒆𝒔 𝒄𝒐𝒏𝒄𝒆𝒓𝒏𝒔 𝒐𝒗𝒆𝒓 𝒔𝒆𝒍𝒆𝒄𝒕𝒊𝒐𝒏 𝒄𝒓𝒊𝒕𝒆𝒓𝒊𝒂, 𝒇𝒖𝒏𝒅𝒊𝒏𝒈 𝒑𝒓𝒊𝒐𝒓𝒊𝒕𝒊𝒆𝒔, 𝒂𝒏𝒅 𝒍𝒂𝒄𝒌 𝒐𝒇 𝒇𝒓𝒂𝒎𝒆𝒘𝒐𝒓𝒌 𝒇𝒐𝒓 𝒇𝒆𝒆𝒅𝒆𝒓 𝒄𝒍𝒖𝒔𝒕𝒆𝒓 𝒔𝒄𝒉𝒐𝒐𝒍𝒔

By Kezang Choden

The country’s education sector is undergoing a major reform as the Government rolls out a nationwide school rationalization initiative under the 13th Five-Year Plan. The reform aims to improve the quality and efficiency of education delivery by addressing challenges posed by changing demographics, including declining birth rates and reduced student enrollment. These demographic shifts have resulted in the underutilization of resources in many remote and small schools, prompting the Government to take action.

According to the latest Annual Education Statistics, over 168,000 students are studying in 566 schools across the country, supported by nearly 9,000 teachers. As part of the rationalization effort, 18 Extended Classrooms (ECRs) and four small primary schools have already been merged with larger institutions. The Ministry of Education is in the process of upgrading 63 central schools and plans to establish 57 new model schools equipped with improved facilities and modern infrastructure.

The Opposition Party has questioned the Ministry of Education and Skills Development (MoESD) regarding the status and future plans of the school rationalization initiative under the 13th Five-Year Plan. The Opposition has called on the Ministry to provide detailed information on the implementation schedule and the number of schools proposed for rationalization. They have also sought clarification on the specific criteria used to identify schools for consolidation.

The Opposition acknowledged the need to address declining student enrollment and resource underutilization, especially in remote and sparsely populated areas. However, it raised concerns over the central school model, arguing that central schools require significant resources that could come at the expense of other schools, particularly those already underfunded. The party also expressed reservations about the proposed feeder cluster school approach, stating that it currently lacks a clear operational framework. The Opposition urged the Ministry to ensure that any such framework aligns with Bhutan’s decentralization policies and respects the legal mandates of local governments.

At Laya Middle Secondary School in Gasa Dzongkhag, Principal Kinley Dorji shared several challenges faced by the school in providing a conducive learning environment for students and teachers. The school currently has 165 students and 19 teachers. “One of the principal concerns is the lack of room heating facilities, which causes discomfort for students during the harsh winter season,” he said. He also pointed out that the classroom green boards have faded, making it difficult for some students to see what is written on them. The school is planning to replace these with dustproof whiteboards to avoid potential health issues caused by chalk dust.

The principal also emphasized the lack of proper sports and games equipment. “Our students lack exposure and a sense of competition due to the absence of sufficient sports facilities,” he said. This limitation affects their physical development and overall competitiveness.

Teacher shortages are another concern. Kinley Dorji explained, “Since the curriculum must be completed before November, the absence of even one teacher significantly impacts lesson delivery.” Contract teachers often leave after completing their tenure, which creates gaps that are difficult to fill, particularly in remote areas like Laya. He suggested that regularizing teachers would help address this issue.

Despite these challenges, the school administration has taken initiatives to maintain student hostels and classrooms for the well-being of the children. However, the school continues to face a shortage of proper staff quarters, and many teachers reportedly struggle with housing issues. The principal urged for better support in terms of facilities, equipment, and staffing to ensure a more stable and supportive environment for both students and teachers.

The Ministry of Education has defended its ongoing school rationalization exercise, citing a consistent decline in student enrollment across the country. The ministry stated that between 2022 and 2025, 22 Extended Classrooms and nine primary schools have been closed as part of the rationalization process. The ministry is now moving towards a strategy involving feeder cluster schools linked to central schools. These central schools are expected to serve as academic and administrative hubs for nearby schools within the cluster.

While the Opposition agrees on the need for school consolidation given the downward trend in enrollment, it expressed reservations over the central school model. The Opposition stated that central schools demand significant resources, which could come at the expense of other schools, particularly those already underfunded. They also raised concerns over the proposed feeder cluster school approach, pointing out that it currently lacks a clear operational framework. The party urged the Ministry to ensure that the framework aligns with Bhutan’s decentralization policies and respects the legal mandates of local governments.

At Phuentsholing Higher Secondary School, the principal reported that the school currently has 775 students, supported by 42 teaching staff and 15 non-teaching staff, bringing the total to 59 personnel. She noted that a few classrooms were equipped with whiteboards last year as part of the school’s efforts to improve teaching facilities. However, due to budget shortages, several planned development activities remain incomplete.

Despite financial constraints, the school remains committed to providing meaningful exposure through participation in indoor and outdoor games and sports. It also offers various co-curricular programs, including literary and cultural activities. A dedicated school counselor is available to support students’ mental well-being. To promote healthy eating habits, the school introduced a nutrition chart. Contributions from thromde management, parents, and the school administration have helped procure additional whiteboards and air conditioners for classrooms.

The Opposition Party has proposed alternative measures to the Ministry’s central school concept, advocating for a more decentralized and equitable approach to education development. Among their key recommendations is the standardization of minimum facilities across all education levels, including primary schools, middle secondary schools, and colleges. The Opposition urged the government to allocate funds and human resources in accordance with these minimum standards to ensure every school can effectively manage and maintain required infrastructure and services.

To support education in remote areas, the Opposition recommended providing incentives for teachers posted in such locations. This, they said, would help address staffing challenges and improve education quality in far-flung communities. Additionally, the Opposition proposed delegating the management, monitoring, and evaluation responsibilities of schools to local governments to strengthen governance and accountability.

According to the Opposition, these alternative strategies could facilitate uniform learning environments and better nurture student development in line with their maturity and abilities.