December 27, 2024
THIMPHU – The government’s plan to revive the central school system in the 13th Plan has sparked concerns over its implications for education equity. While the initiative promises improved facilities and resources for central schools, critics warn it could deepen disparities between central and non-central schools, leading to unequal access to education across the country.
The People’s Democratic Party had pledged to review and establish central schools as residential boarding schools with provisions of free meals, school uniforms, stationery, and bedding for students. It had pledged to strengthen the existing 63 central schools with superior facilities and infrastructure to make these schools centres of excellence.
To fulfill this political pledge, the government has allocated Nu 14 billion for the programme in the 13th Plan.
However, the focus on central schools has raised concerns about neglecting non-central schools.
Education Minister Yeezang De Thapa recently clarified that the ministry’s budget primarily supports central schools, leaving non-central schools reliant on funding from dzongkhags and gewogs.
Lyonpo added that while the ministry may allocate funds for smaller projects, such as toilet construction, in non-central schools through budget adjustments, it cannot provide the same level of support as it does for central schools.
She said that the budget for non-central schools should be sourced from the respective dzongkhags and gewogs.
Sources revealed that, unlike the past practices where the budget was directly disbursed to schools, the ministry will now manage the funds centrally.
Local leaders, educators, and policymakers argue that the preferential treatment of central schools could create significant disparities in learning opportunities.
Critics liken this to “step-motherly treatment”, which they fear will demotivate teachers and students in underfunded non-central schools. “Who would want to study or teach in schools with no facilities when neighbouring central schools offer freebies?” said an observer.
Many believe non-central schools should receive equal attention since most students will remain in these schools, as central schools cannot accommodate them all. In addition, when such bias exists within the education sector, many warn it will be challenging to address the disparities created by current political initiatives in the future.
Unequal development among schools could push parents to admit their children to central schools, attracted by the better facilities and benefits offered and it could lead to overcrowding in central schools, compromising the quality of education and increasing the likelihood of admission-related corruption.
Similarly, some feel that pushing for the programme for political fulfillment without addressing future consequences could lead to long-term challenges.
Some education officials suggest supporting all schools equally to ensure a level playing field.
According to sources, the ministry had initially planned to establish a model school in each dzongkhag instead of central schools, aiming to minimise disparities and optimise resource distribution within the education sector.
Issues with current central school plan
As per the plan, the ministry will initially strengthen 20 central schools in the first year—one in each dzongkhag—followed by 19 in the second year and 12 each in the third and fourth years.
However, since central schools were already established during the second government’s term, the budget allocation for the 13th Plan has not been based on proper planning.
Many central schools already have adequate infrastructure, requiring only maintenance. Yet, the budget allocation for central schools includes provisions for constructing multipurpose halls, toilets, dining halls, staff quarters, administrative blocks, sports facilities, and even site development as if the schools are being built from scratch.
Officials said that more mindful planning could reduce costs while allowing surplus funds to be redirected to struggling non-central schools.
During a coordination meeting on the 13th Plan implementation with local leaders in July this year in Thimphu, concerns were also raised about the appropriateness of central school locations.
For instance, the Drukgyel central school in Paro, planned as a STEM school now, will be relocated to Shari Higher Secondary School. This relocation will incur huge financial cost, as Shari HSS is currently a day school and would require extensive new infrastructure.
In addition, this would also disrupt nearby schools like Wangsel Institute for the Deaf and Drukgyel Primary School.
NC review on central schools
The National Council’s special committee on education raised similar concerns during the recent parliamentary session.
Highlighting the constitutional mandate for free education, the committee stressed that policies such as central schools should carefully assess their impact before implementation by the government.
“The policy to establish central schools in Bhutan has led to disparities in educational resources and access, with students in central schools benefiting from free amenities, while those in non-central schools often lack basic resources,” the committee stated.
The committee highlighted how disparities in resources between central and non-central schools compromise both quality and accessibility.
The committee also discussed the need to enhance ECCDs and strengthen primary schools across the country.
Smaller rural schools, often underfunded due to centralised budgeting, struggle to meet basic needs like clean drinking water, sanitation, and sports facilities. The discontinuation of direct budget transfers to schools has further limited their ability to allocate resources based on specific requirements.
The committee further criticised the finance ministry’s decision to discontinue direct budget transfers to central and autonomous schools, which had previously allowed schools to manage their funds independently through current deposit (CD) accounts.
This system gave schools greater flexibility in meeting specific needs and the committee said that the closure of CD accounts has forced schools to route their budgets through local governments, limiting their ability to allocate resources based on their requirements.
Why did DNT government revise the central school System?
The Druk Nyamrup Tshogpa government, often criticised for discontinuing the central school system, revisited the programme to address its challenges.
During the 19th National Education Conference in Phuentsholing in December 2018, attended by dzongkhag education officers and principals, participants discussed ways to enhance the central school system to ensure quality, inclusivity, and sustainability.
The conference proposed expanding the benefits of central schools to non-central schools, recommending the establishment of large boarding primary schools with provisions similar to those at central schools.
It also suggested providing bedding sets to students in all boarding schools once every five years and distributing uniforms to disadvantaged students, along with stationery for all students except those in urban secondary schools.
Following these recommendations, the then education ministry revised the central school provisions through an executive order in February 2020, outlining a more inclusive approach.
Sustainability of central schools in question
As the central school concept resurfaces under the current government, skeptics have also raised concerns about its sustainability beyond five years, citing past experiences amid political shifts.
While the education minister assured the Parliament that the newly endorsed National Education Policy would ensure the system’s long-term viability, critics argue that the education policy alone is inadequate.
They highlight the need for an Education Act to provide a more robust legal framework, as policies are often subject to revisions based on changing political agendas. Without such legislation, the long-term sustainability of the central school system remains uncertain.