𝐂𝐚𝐦𝐛𝐫𝐢𝐝𝐠𝐞 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐑𝐚𝐢𝐬𝐞𝐬 𝐐𝐮𝐞𝐬𝐭𝐢𝐨𝐧𝐬 𝐎𝐧 𝐈𝐝𝐞𝐧𝐭𝐢𝐭𝐲 𝐀𝐧𝐝 𝐕𝐚𝐥𝐮𝐞𝐬

…𝒄𝒐𝒏𝒄𝒆𝒓𝒏𝒔 𝒈𝒓𝒐𝒘 𝒐𝒗𝒆𝒓 𝒍𝒂𝒏𝒈𝒖𝒂𝒈𝒆 𝒂𝒏𝒅 𝒕𝒓𝒂𝒅𝒊𝒕𝒊𝒐𝒏𝒔 𝒂𝒔 𝒆𝒅𝒖𝒄𝒂𝒕𝒊𝒐𝒏 𝒓𝒆𝒇𝒐𝒓𝒎 𝒂𝒊𝒎𝒔 𝒕𝒐 𝒊𝒎𝒑𝒓𝒐𝒗𝒆 𝒂𝒄𝒂𝒅𝒆𝒎𝒊𝒄 𝒄𝒐𝒎𝒑𝒆𝒕𝒊𝒕𝒊𝒗𝒆𝒏𝒆𝒔𝒔

By Kinzang Lhamo

Bhutan’s decision to align its education system with international standard has prompted discussions on how these reforms may affect language, traditions and cultural values. The concern was raised in the National Assembly by the Member of Parliament from the Gelephu constituency, who asked whether the adoption of the Cambridge curriculum and the increasing focus on STEM subjects could weaken national identity.

Education Minister Lyonpo Yeezang De Thapa responded by stating that cultural preservation remains an essential part of the education sector. “Even for the Education Department, preserving our national culture, traditions, and language is very important. Education is one of the most important components, and I feel no education is complete without values,” she said.

She explained that the intention behind introducing the Cambridge curriculum is to raise academic standards in a manner that benefits students and the country. “To align with international standards, we are including the Cambridge curriculum because the education we are providing to children should benefit not only students but the nation,” Lyonpo added.

Lyonpo noted that technological literacy is now a necessity, which makes STEM education an important part of the reform. “Nowadays, students need to use technology and devices, so while providing education, we need to meet those needs. While providing children with STEM education, we are planning the curriculum to meet international standards while ensuring students remain locally rooted and globally competent,” she said.

She emphasised that strengthening STEM competencies does not compromise culture, language or heritage and that students can be equipped for the modern world while remaining connected to their roots.

Linking the reforms to national goals, Lyonpo referred to the Royal Kasho on education reforms. “According to the Royal Kasho on education reform, which calls for a transformation of Bhutan’s education system to equip students for the future while preserving the country’s values, culture, and identity, we need to give more importance to STEM because it is crucial in the 21st century. This aligns with many national initiatives, including the 10X economy, so the education provided should complement initiatives such as the Gelephu Mindfulness City,” she said.

To maintain a balance between modernisation and cultural preservation, the ministry has strengthened Dzongkha instruction by integrating heritage and cultural elements. Values have been incorporated across subjects, and GNH values and moral education components have been reviewed and verified within the Cambridge framework to ensure that Bhutanese philosophy is reflected throughout the curriculum.

Teachers have shared mixed opinions regarding the reforms. Thukten, a teacher, said, “I feel that introducing the Cambridge standard into our education system is going to be one of our greatest achievements. It opens the door for our students to become globally competitive, not just within the region but on an international stage.”
She added that the structured curriculum and emphasis on critical thinking will give students the confidence and skills to pursue opportunities anywhere in the world.

However, some teachers worry about the effect on the national language. Sangay Dorji, a Dzongkha teacher from Punakha, said, “For us Dzongkha teachers, it may be challenging because students are already losing interest in the national language. With the introduction of an international curriculum like Cambridge, I worry that they might become even more drawn to Western subjects and drift further away from our own language and traditions.”
He added that he remains hopeful that students can still be encouraged to value Dzongkha so that cultural uniqueness is preserved even as global standards are adopted.

Parents also expressed hopes and concerns. Dechen, from Thimphu, said, “When I first heard about our education system aligning with the Cambridge standard, I was genuinely excited. It feels like our country is finally stepping onto the international stage. We ourselves never had such an opportunity, but the younger generation will now gain global exposure and recognition.”

He said that young people are often attracted to fast changing global trends, and for a small nation, there is always a risk of losing the values that make it unique.

As the reforms move ahead, the government and educators appear focused on finding a balance between global competitiveness and cultural preservation. With strengthened STEM education, enriched Dzongkha instruction and integrated GNH values, the ministry aims to prepare students for international opportunities while ensuring they remain rooted in their heritage.