𝐂𝐨𝐧𝐜𝐞𝐫𝐧𝐬 𝐑𝐢𝐬𝐞 𝐎𝐯𝐞𝐫 𝐑𝐞-𝐄𝐦𝐩𝐥𝐨𝐲𝐦𝐞𝐧𝐭 𝐎𝐟 𝐅𝐨𝐫𝐦𝐞𝐫 𝐓𝐞𝐚𝐜𝐡𝐞𝐫𝐬 𝐀𝐧𝐝 𝐈𝐭𝐬 𝐈𝐦𝐩𝐚𝐜𝐭 𝐎𝐧 𝐅𝐫𝐞𝐬𝐡 𝐆𝐫𝐚𝐝𝐮𝐚𝐭𝐞𝐬

…𝒂𝒔 𝒕𝒉𝒆 𝒎𝒊𝒏𝒊𝒔𝒕𝒓𝒚 𝒇𝒐𝒄𝒖𝒔𝒆𝒔 𝒐𝒏 𝒂𝒅𝒅𝒓𝒆𝒔𝒔𝒊𝒏𝒈 𝒕𝒆𝒂𝒄𝒉𝒆𝒓 𝒔𝒉𝒐𝒓𝒕𝒂𝒈𝒆𝒔, 𝒂𝒔𝒑𝒊𝒓𝒊𝒏𝒈 𝒆𝒅𝒖𝒄𝒂𝒕𝒐𝒓𝒔 𝒇𝒆𝒂𝒓 𝒇𝒆𝒘𝒆𝒓 𝒐𝒑𝒑𝒐𝒓𝒕𝒖𝒏𝒊𝒕𝒊𝒆𝒔 𝒊𝒏 𝒂𝒏 𝒂𝒍𝒓𝒆𝒂𝒅𝒚 𝒄𝒐𝒎𝒑𝒆𝒕𝒊𝒕𝒊𝒗𝒆 𝒋𝒐𝒃 𝒎𝒂𝒓𝒌𝒆𝒕.

By Tashi Tshewang

With unemployment among fresh graduates rising, concerns are growing as the Ministry of Education and Skills Development (MoESD) prioritizes the re-employment of resigned teachers. In an effort to address teacher shortages caused by retirements, resignations, and increasing student enrollment, the ministry has invited former teachers- both within and outside the country- to register for recruitment under a consolidated contract. While this initiative aims to ensure subject availability and maintain education quality, it has sparked concerns among aspiring and unemployed graduates, who fear fewer opportunities in an already competitive job market.

The Ministry’s Human Resource Division clarified that registration does not guarantee employment, as selection depends on subject-specific demand and vacancy availability. Furthermore, the final number of teachers required will be determined only after approval from the Royal Civil Service Commission (RCSC). Despite the government’s efforts to address the shortage, critics argue that prioritizing resigned teachers could limit employment opportunities for fresh graduates actively seeking jobs in the education sector. As the nation grapples with increasing unemployment rates, the debate over balancing experience with new opportunities continues to intensify.

According to the latest data from the RCSC, a total of 992 Preliminary Examination (PE) candidates registered for teaching positions. The government announced 642 vacancies, of which 508 candidates were recruited based on subject requirements, leaving 484 candidates unemployed. Of these, 683 candidates were from the Postgraduate Diploma in Education (PGDE) category, with 272 vacancies announced and 222 successfully recruited, resulting in 461 unemployed candidates. Meanwhile, 309 candidates from the Bachelor of Education (B.Ed.) category registered, with 370 vacancies announced and 285 recruited, leaving 24 candidates unemployed.

A more sustainable solution to teacher shortages must balance the re-employment of experienced educators with the recruitment of fresh graduates. Prioritizing those who previously resigned limits opportunities for young, qualified candidates struggling with unemployment. Instead of relying on those who have already left the profession, the government should invest in new talent and provide better incentives to retain them in the long run.

Dorji Lethro, a Bachelor of Education (Primary General) graduate from Paro, shared his concerns: “I understand why the government is bringing back experienced teachers; they have valuable skills and classroom experience. But at the same time, fresh graduates like us are eager to contribute, and we deserve opportunities too. We bring energy, creativity, and modern teaching approaches that can make learning more engaging for students. If experienced teachers are prioritized, there will be fewer openings for new educators, making it even harder for us to find jobs.”

To create a balanced approach, the ministry could introduce more positions specifically for fresh graduates while also providing structured training programs to help them transition into the profession. Schools could implement mentorship programs where experienced teachers guide new educators, allowing them to learn while still incorporating innovative teaching methods in the classroom.

He further explained, “If the ministry invests in fresh graduates, the education system will benefit in the long run. Instead of relying too much on returning teachers, we need to focus on nurturing new talent. A balanced recruitment strategy will not only create job opportunities for young educators but also ensure that schools get the best of both experience and fresh perspectives. In the end, it’s about building a strong, future-ready teaching workforce.”

Ugyen Zangmo, a second-year student at Samtse College of Education pursuing a Postgraduate Diploma in Education (PGDE) specializing in Chemistry, expressed similar concerns, “I understand why the ministry is prioritizing the re-employment of resigned teachers. Experienced teachers bring valuable expertise and can help address immediate shortages in schools, ensuring that students do not suffer from a lack of subject teachers. Their familiarity with the curriculum and classroom management skills can be an asset to the education system. However, as a fresh graduate preparing to enter the job market, this policy is concerning. If most vacancies are filled by rehired teachers, it could leave fewer opportunities for new graduates like me. The job market is already highly competitive, and this move might further limit our chances of securing employment in the education sector.”

The Ministry’s decision to rehire resigned teachers aims to address the growing teacher shortage and ensure that classrooms have qualified educators. However, this move has raised concerns among fresh graduates about reduced job opportunities in an already competitive market. A balanced approach, such as a hybrid recruitment model, could help address both concerns. By reserving a percentage of vacancies for experienced teachers to fill urgent gaps while also allowing fresh graduates to enter the profession, the Ministry can maintain quality education and ensure sustainable workforce development in the teaching sector.

Ugyen added, “I believe the Ministry should consider a hybrid recruitment model to create a fair balance. A certain percentage of vacancies could be reserved for both re-employed teachers and fresh graduates. This way, experienced teachers can be prioritized in areas where there is an urgent shortage, while fresh graduates are also given opportunities to enter the profession and gain experience. Ensuring a steady influx of new educators is important for the long-term sustainability of the education sector. If the Ministry adopts this approach, it would not only help maintain quality education but also provide aspiring teachers with the chance to contribute and grow in their careers.”

Thubten Wangchuk, a former teacher at Motithang Higher Secondary School, shared his perspective, “My contract expired, which required me to leave my daily teaching in school. Right now, I am actively searching for a new teaching position in Physics and Mathematics. Teaching has always been my passion, and I want to continue contributing to the education system in whatever capacity I can. The government’s decision to prioritize the re-employment of former teachers is a positive step in many ways. Experienced teachers bring a wealth of knowledge and expertise that can help maintain the quality of education, especially in subjects where there are shortages. However, I do understand the concerns of fresh graduates who are entering an already competitive job market. If most vacancies are filled by rehired teachers, it might leave fewer opportunities for those who are just starting their careers.”

The government’s move to rehire former teachers is aimed at addressing the immediate shortage of educators and ensuring continuity in classrooms. While this policy seeks to retain skilled professionals and prevent disruptions in learning, it has sparked debate about its impact on employment opportunities for aspiring teachers. Some argue that prioritizing experienced educators could create barriers for fresh graduates, limiting their chances to gain practical experience and secure stable jobs. On the other hand, proponents believe that having seasoned teachers in schools can enhance mentorship opportunities and improve overall teaching quality.

He added, “Having experienced teachers in schools can actually benefit young educators. They get the chance to learn from senior teachers, gain insights into classroom management, and develop their teaching methods through mentorship. A balance needs to be struck—while retaining experienced teachers is important, fresh graduates should also be given opportunities to grow and build their careers in education. Perhaps a recruitment model that accommodates both groups would be the best approach.”

Dorji Lhaden, a newly recruited teacher, expressed concerns: “While I have secured a teaching position, I worry that the re-employment of resigned teachers could limit opportunities for other fresh graduates. If schools prioritize experienced teachers over new ones, many young graduates might struggle to secure stable positions despite their qualifications.”

Addressing the root causes of teacher resignations, such as low salaries, heavy workloads, and lack of resources, is a more effective solution than simply rehiring those who previously left. Strengthening support systems and improving working conditions will create a more stable and motivated workforce rather than relying on short-term fixes.

Rigzin Namgyel, a Bachelor of Education (Primary General) student, emphasized: “We need to find a balance between valuing experienced educators and creating opportunities for fresh graduates like myself. Establishing mentorship programs where experienced teachers guide and support new graduates can help create a fair transition into the profession. Additionally, offering professional development opportunities for both new and returning teachers will ensure that all educators stay updated with modern teaching strategies. By implementing these approaches, we can create a system that values both experience and new talent, ultimately benefiting students and strengthening our education system.”

Ultimately, a well-balanced approach will not only provide job opportunities for young graduates but also make use of the expertise of experienced teachers.
Sangay Rinchen, a student studying at an Indian university, shared: “Prioritizing resigned teachers for recruitment could limit opportunities for new graduates. Such policies might discourage fresh talent from entering the profession, worsening teacher shortages in the long run. The Learning Policy Institute highlights that teacher attrition is already a major issue, and focusing solely on rehiring resigned teachers may not solve systemic problems.”

He further emphasized: “It may be practical to address immediate teacher shortages since experienced educators require less training. However, if we do not address why they left in the first place, repeated resignations could make the system unsustainable. The National Education Association suggests that improving working conditions and support structures is a more effective long-term strategy.” Addressing these concerns will be essential in creating a sustainable system that values both experience and fresh talent while tackling the root causes of resignations.