𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐌𝐢𝐧𝐢𝐬𝐭𝐞𝐫 𝐂𝐥𝐚𝐫𝐢𝐟𝐢𝐞𝐬 𝐌𝐚𝐫𝐜𝐡 𝟐𝟎 𝐃𝐢𝐫𝐞𝐜𝐭𝐢𝐯𝐞 𝐀𝐦𝐢𝐝 𝐖𝐢𝐝𝐞𝐬𝐩𝐫𝐞𝐚𝐝 𝐃𝐞𝐛𝐚𝐭𝐞

… 𝑬𝒅𝒖𝒄𝒂𝒕𝒊𝒐𝒏 𝑴𝒊𝒏𝒊𝒔𝒕𝒆𝒓 𝒓𝒆𝒔𝒑𝒐𝒏𝒅𝒔 𝒕𝒐 𝒄𝒐𝒏𝒄𝒆𝒓𝒏𝒔 𝒐𝒏 𝒅𝒊𝒔𝒄𝒊𝒑𝒍𝒊𝒏𝒆 𝒅𝒊𝒈𝒊𝒕𝒂𝒍 𝒖𝒔𝒆 𝒂𝒏𝒅 𝒔𝒄𝒉𝒐𝒐𝒍 𝒂𝒄𝒄𝒐𝒖𝒏𝒕𝒂𝒃𝒊𝒍𝒊𝒕𝒚 𝒎𝒆𝒂𝒔𝒖𝒓𝒆𝒔

By Zhenphen Chokden

The Ministry of Education and Skills Development’s notification, issued on March 20, 2025, has sparked significant attention across the country, particularly on social media. While some have questioned the specificity of certain instructions and perceived the circular as rigid, Education Minister Lyonpo Yeezang De Thapa clarified that this decision was neither sudden nor isolated. It is the result of 14 months of research, analysis, and repeated engagement with education stakeholders nationwide.

“This is not something we came up with overnight,” Lyonpo Yeezang De Thapa said. “To date, I have visited 66 schools out of the 566 schools in the country. I have discussed this matter in separate meetings with District Education Officers (DEOs) and Thromde Education Officers (TEOs) as well. I also served a reminder to DEOs, principals, and teachers during the National Education Conference held in August 2024. Following that, a notification was sent to the Dzongkhags from the Secretary of MoESD on September 20, 2024. The March 20 notification is intended to reinforce the responsibility and accountability of DEOs, principals, and teachers across the nation.”

The circular addresses several key areas within the education system, including corporal punishment, discipline, the use of smartphones in education, curriculum workload, and teacher capacity building. According to the Minister, these points were shaped by growing concerns raised by students, parents, and teachers.

One section of the circular that garnered particular attention was the emphasis on ending corporal punishment, with many questioning why Dzongkha teachers were specifically mentioned. The Minister explained that this focus stemmed from the nature and frequency of complaints received, not from a blanket critique of any particular subject group.

“Most of the complaints we received from students and parents alike were about Dzongkha teachers being overly strict or harsh during lessons,” she said. “We absolutely believe in discipline, but there is a right way to do it.”

Lyonpo Yeezang cited numerous written and digital complaints, including messages via WhatsApp and email from both parents and students who expressed fear and discomfort in certain classrooms. She emphasized that while maintaining discipline is essential, teachers must balance authority with empathy, particularly when working with students who may require more time or support to learn.

“Being a teacher is not easy,” she noted. “It takes patience. If a student doesn’t understand something, that’s not their fault. Some just need extra attention. Beating them doesn’t help, it alienates them.”

The directive to avoid assigning homework via smartphones or social media sparked significant debate, especially in a digitally evolving society. However, the Minister explained that the move aims to restore structure and address widespread digital misuse, rather than reject technology altogether.

She explained that the practice of using social media for homework originated during the COVID-19 pandemic when digital tools became a necessity. Now that students are back in classrooms, she believes it’s time to return to traditional norms that promote equal access and healthier routines.

“We are seeing students develop anxiety, become addicted to their phones, and use them more for TikTok and gaming than for learning,” she said. “We have had students demanding smartphones from their parents just for homework, but not actually using them for that purpose.”

The Ministry has also received concerns from financially disadvantaged families, particularly in rural areas, who struggle to afford smartphones or keep up with data recharges. Additionally, the Minister pointed out instances of teachers assigning homework at odd hours, often late in the evening, which disrupts student routines and adds stress at home.
“Learning shouldn’t invade a child’s entire day. They need time to rest, play, and grow holistically,” she said.

Contrary to criticism that the directive is anti-technology, the Minister emphasized that Information and Communication Technology (ICT) is already a compulsory subject from Pre-Primary to Class 12. The Ministry is committed to strengthening digital literacy within schools. Current efforts are underway to improve digital infrastructure, including reducing the student-to-computer ratio from 1:10 to 1:5, giving students more hands-on time and structured exposure to digital tools. The aim is to develop digital competencies in supervised environments, rather than leaving students to navigate technology on their own at home.

“We are not ignoring the digital future,” she said. “We are just guiding students toward using technology meaningfully, not passively or harmfully.”

This digital initiative aligns with the Ministry’s broader plan for curriculum reform, which is expected to be completed by 2026. The reform aims to elevate Bhutan’s education standards to meet Cambridge International benchmarks. However, Lyonpo clarified that this does not mean adopting the Cambridge curriculum, but rather enhancing the National Education Curriculum to align with global quality and content expectations.

Part of this process involves thinning the current syllabus, which she described as overly bulky and stressful for both teachers and students. By refining the content and how it’s delivered, the Ministry hopes to create a more focused, skill-oriented educational journey. To complement these curriculum reforms, the Ministry is placing strong emphasis on teacher development. One strategic intervention involves sending teachers for immersion programs, both locally and internationally.

“These programs are designed to expose our teachers to new teaching methodologies, global best practices, and innovative approaches to student engagement,” Lyonpo Yeezang shared.

The aim is to build confidence, creativity, and pedagogical excellence in Bhutan’s teaching force. By equipping educators with hands-on experience and fresh perspectives, the Ministry hopes to bridge gaps in classroom delivery and support the shift toward a more student-centered, skill-based curriculum.

Lyonpo Yeezang also clarified that the March 20 notice applies only to teachers currently in active service. Educators who have retired and are no longer part of the public education system are not bound by this directive. This clarification was issued in response to reactions from individuals outside the system who may have misunderstood the scope of the notice.

While corporal punishment and digital homework garnered the most attention, the March 20 circular includes a total of 13 reform directives, forming a comprehensive plan to improve school environments. Other key instructions include prohibiting teachers from using abusive language, requiring daily lesson plans to be prepared and submitted on time, ensuring proper school attire and discipline among students, ending proxy or unauthorized teacher leave, and banning the collection of money from students for classroom expenses. The notice also emphasizes the importance of clean and hygienic school toilets, reducing curriculum overload, and strengthening teacher accountability. Collectively, these measures aim to create safer, more structured, and equitable learning environments across Bhutan.

As the education sector navigates reform, Lyonpo Yeezang urged for collective understanding and support from all sectors of society, including parents, teachers, students, and policymakers. “This is about making our schools more humane, more effective, and more inclusive,” she said. “We are not here to point fingers; we are here to build together.”

The March 20 directive, though met with mixed reactions, reflects careful planning and deep engagement with stakeholders, marking a step toward a system that values discipline with empathy, equity with innovation, and structure with flexibility.