𝐄𝐃𝐈𝐓𝐎𝐑𝐈𝐀𝐋 – 𝐒𝐭𝐫𝐢𝐤𝐢𝐧𝐠 𝐓𝐡𝐞 𝐁𝐚𝐥𝐚𝐧𝐜𝐞 𝐁𝐞𝐭𝐰𝐞𝐞𝐧 𝐃𝐢𝐬𝐜𝐢𝐩𝐥𝐢𝐧𝐞 𝐀𝐧𝐝 𝐃𝐢𝐠𝐧𝐢𝐭𝐲

The recent directive from the Ministry of Education and Skills Development has, quite expectedly, stirred a national conversation. Whenever significant reform touches education, the foundation of any nation’s future, it naturally invites scrutiny, praise, and disagreement. Yet beneath the rising debate lies something deeper- an effort to restore the values and direction of Bhutan’s education system.

This is not merely a list of rules. It is a statement of intent. It reflects a desire to create safer and more supportive spaces for students and to raise the bar for accountability among educators. The focus on ending corporal punishment, for example, has generated intense discussion. But the real issue at hand is not about singling out individuals or groups. It is about breaking the silence around classroom fear and creating learning spaces that foster growth, confidence, and respect.

Discipline remains important, but the way it is practiced must evolve. Fear based discipline produces obedience, not understanding. It shuts down curiosity instead of building resilience. A teacher’s authority must come from wisdom and empathy, not from force or fear.

Similarly, the restriction on using smartphones and social media for homework may appear regressive to some, especially in a world that is increasingly digital. However, this measure raises a critical point. Technology, when misused or left unsupervised, can become more of a distraction than a tool for learning. Many students today struggle with phone addiction, late night study demands, and unequal access to digital resources. The directive pushes for structure, fairness, and routine- something that is essential for mental well-being and focused education.

Importantly, this reform does not reject technology altogether. It emphasizes supervised and equal access in school settings, where students are guided and supported. Digital literacy remains a core part of the curriculum, and the move to improve computer to student ratios is a welcome sign of progress.

One of the most promising aspects of the directive is the Ministry’s commitment to teacher development. Reforms often fail when implementation is weak or unsupported. By investing in professional training and exposure to new methods, the system acknowledges that teachers are not just implementers of policy. They are the heart of it. Giving them the tools, confidence, and inspiration to grow is vital for lasting change.

That said, all reform must be rooted in dialogue and mutual respect. The directive is the result of months of research and consultation, but the tone of implementation must remain collaborative. Teachers, principals, and education officers should feel involved, not commanded. Change is sustainable only when those on the ground feel empowered and heard.

Reforming education is never easy. But this moment offers a unique opportunity. We can choose to support a shift that values both structure and sensitivity. We can promote a culture where classrooms are not battlegrounds of obedience but places of encouragement and discovery.

The road ahead will require patience, cooperation, and trust. But if we stay committed to the core principles of empathy, fairness, and excellence, we may shape an education system that truly prepares our children not only to succeed but to thrive.