June 16, 2025
THIMPHU – The government’s decision to reinstate the Class X cut-off point, citing declining education quality, has sparked criticism from education experts and lawmakers, who argue the move lacks solid research and public consultation.
During a National Council session yesterday, Member of Parliament (MP) for Pemagatshel, Jamyang Namgyal, questioned Education Minister Yeezang De Thapa on whether reinstating the cut-off point would genuinely improve the quality of education. He asked for evidence of assessments carried out to gauge the education’s quality.
“I doubt whether we are questioning the students’ ability or the government’s policies that may have affected quality,” Jamyang Namgyal said.
In response, Lyonpo Yeezang De Thapa pointed to declining academic results and students’ adaptability issues, though she did not cite any specific studies.
“We are surprised to see student performance declining by a huge margin every year,” she said.
Jamyang Namgyal argued that the decline arose from multiple factors, including systemic shortcomings. He cited the low qualifications and skills of teachers and ECCD (early childhood care and development) facilitators, and stressed the need for continued teacher development.
Experts also questioned the rationale behind reintroducing the cut-off point without clear evidence or a broader consultative process. They warn that attributing poor academic outcomes solely to students without examining policy instability, curriculum reforms, and resource constraints is both unfair and ineffective.
“There is a tendency to blame students for poor results, but we have not studied the impact of frequent policy changes, curriculum reforms, or resource constraints on learning outcomes,” said a former dzongkhag education officer. “To make an effective decision, it is critical to study all possible causes. Evidence must guide reform, not assumptions.”
While the government has cited internal reviews and desktop studies in support of the policy shift, critics argue it has overlooked on-the-ground realities and emerging challenges.
The Class 10 cut-off point was removed in 2019 by the former Druk Nyamrup Tshogpa (DNT) government to ensure universal access to higher secondary education. Following this, the ministry upgraded numerous middle secondary schools, added classrooms, expanded hostels and laboratories, and deployed more teachers to accommodate the surge in students.
In the first year after the policy change, 12 schools were upgraded to higher secondary level. The number of such schools rose from 42 in 2018 to 78 by 2024. These expansions were made in line with the national goal of providing 12 years of free education.
Now, with the cut-off point reinstated, there are fears that this infrastructure will be underutilised. Many upgraded schools may see steep declines in Class 11 enrolment, leading to empty classrooms, idle facilities, and decreased teacher demand.
“We are talking about millions of Ngultrums invested in school infrastructure over the last five years. If fewer students are promoted to Class 11, those facilities will not only remain unused but will also require maintenance,” said a teacher in Samtse.
The reduction in student numbers may lead to the downgrading or closure of some schools. Although the government plans to repurpose some high schools as Technical and Vocational Education and Training (TVET) institutes, the transition may be difficult. The existing academic infrastructure is not ideally suited for vocational training, and the TVET sector continues to face a poor image among youth and parents.
For instance, government-owned institutions like Tama HSS in Zhemgang and Kelki School in Trashigang have remained unused for years due to their structural unsuitability for other purposes.
Concerns are also emerging among teachers. Many fear redeployment as fewer students transition to Class 11. In 2023, 10,519 students appeared for the Class 10 examination, and 7,761 passed. With the cut-off reinstated, that number is expected to fall, further straining an already declining school population due to migration.
In 2017, under the old cut-off policy, only 6,187 of 11,973 students qualified for higher secondary education.
Higher secondary schools are already reporting declines. For instance, In upper Chukha, institutions like Chukha Central School, Gedu HSS, Pakshikha CS, and Darla HSS are consolidating streams due to falling enrolments. Arekha HSS was downgraded in the past due to insufficient enrollments. Other dzongkhags are also facing the same issue.
Nationally, 3,063 of the country’s 10,000 teachers serve at higher secondary schools. A drop in student numbers will reduce the need for specialised subject teachers. If these teachers are redeployed to lower levels, their expertise may be underutilised, affecting morale and education quality.
Policy inconsistency has also been cited as a root cause of the declining quality. Frequent shifts—from continuous assessment to exams, from Dzongkha to English or vice versa—without proper training have confused both teachers and students.
“The quality has not dropped because students are weak,” a teacher said. “It is the system that has been unstable. Good education needs continuity, not constant reboots.”
Critics also warn of rising inequality. Wealthier families may send their children to private schools to bypass the cut-off point, while those from lower-income backgrounds will face fewer options.
“We are returning to a system that inherently favours the wealthy. If you have money, you can continue your education. If not, you are pushed out at age 16,” said Tshewang Dorji, a parent.
Though TVET is offered as an alternative, many argue it is not a practical option for most students. Social stigma, limited job prospects, and low enrolment continue to plague the sector. In 2023, TVET graduates made up just 16.9 percent of the workforce, though this was an increase from 2.5 percent the previous year.
The government operates eight Technical Training Institutes and two Zorig Chusums (institutes for traditional arts and crafts), serving 3,308 trainees with just 165 trainers, according to education statistics, 2024 . The instructor gap highlights the sector’s inability to accommodate a potential influx of students.
A Zorig Chusum college In Trashiyangtse was opened but failed to attract students—another sign that infrastructure alone cannot resolve deeper issues of perception and employability.
Observers warn that limiting access to higher secondary education could exacerbate Bhutan’s youth unemployment crisis. With many young people already migrating abroad, further constraining educational pathways could worsen long-term socioeconomic challenges.
“The long-term cost of limiting access to higher secondary education is greater than the short-term gain of selecting only high achievers,” said a former Member of Parliament.