𝐓𝐚𝐜𝐤𝐥𝐢𝐧𝐠 𝐓𝐞𝐚𝐜𝐡𝐞𝐫 𝐒𝐡𝐨𝐫𝐭𝐚𝐠𝐞 𝐂𝐡𝐚𝐥𝐥𝐞𝐧𝐠𝐞𝐬 𝐀𝐧𝐝 𝐏𝐚𝐯𝐢𝐧𝐠 𝐓𝐡𝐞 𝐖𝐚𝐲 𝐅𝐨𝐫 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐑𝐞𝐟𝐨𝐫𝐦 𝐒𝐨𝐥𝐮𝐭𝐢𝐨𝐧𝐬

…𝒈𝒐𝒗𝒆𝒓𝒏𝒎𝒆𝒏𝒕 𝒂𝒊𝒎𝒔 𝒕𝒐 𝒕𝒂𝒄𝒌𝒍𝒆 𝒔𝒕𝒂𝒇𝒇𝒊𝒏𝒈 𝒊𝒔𝒔𝒖𝒆𝒔 𝒂𝒏𝒅 𝒊𝒎𝒑𝒓𝒐𝒗𝒆 𝒓𝒆𝒔𝒐𝒖𝒓𝒄𝒆 𝒅𝒊𝒔𝒕𝒓𝒊𝒃𝒖𝒕𝒊𝒐𝒏 𝒕𝒉𝒓𝒐𝒖𝒈𝒉 𝒔𝒕𝒓𝒂𝒕𝒆𝒈𝒊𝒄 𝒓𝒆𝒅𝒆𝒑𝒍𝒐𝒚𝒎𝒆𝒏𝒕 𝒂𝒏𝒅 𝒕𝒆𝒂𝒄𝒉𝒆𝒓 𝒓𝒆𝒄𝒓𝒖𝒊𝒕𝒎𝒆𝒏𝒕

By Tashi Tshewang

The education system is currently grappling with a teacher shortage, prompting the Ministry of Education and Skills Development (MOESD) to take urgent measures. Recognizing the uneven distribution of teachers across schools, the Ministry has launched a comprehensive assessment to analyze teacher placement and shortages in all Dzongkhags.
The Ministry, in its 14th “Meet the Press” session, shared that the assessment aims to address the ongoing teacher shortage by evaluating current placements across the country. Preliminary findings have highlighted that some Extended Classrooms (ECRs), with low student enrollment, may be merged with nearby schools to optimize resources.

Additionally, the assessment revealed that certain schools, particularly higher and middle secondary schools, have an excess of teachers, while others are facing severe shortages. Subject misallocation has been noted, and the Ministry plans to take appropriate action once the assessment concludes.

In response, the Ministry is implementing strategies to mitigate the crisis. These include redeploying teachers to optimize resource allocation, allowing former teachers to return on a contract basis, and recruiting teachers on short-term contracts. Training programs are being conducted at both the national and Dzongkhag levels to enhance teacher skills and improve overall teaching quality. The Ministry aims to ensure a more efficient teacher distribution, ultimately strengthening Bhutan’s education system.

Principal Chencho Dorji of Norbugang Primary School, who has served 16 years as a principal and 7 years as a teacher across various Dzongkhags, shared his perspective on the current teacher shortage.

“While our school is in a semi-urban area and doesn’t face major issues, having worked in various schools, I have seen firsthand how the teacher shortage impacts the quality of education,” he said. He acknowledged the Ministry’s efforts but emphasized the importance of timing when implementing reforms.

“Many schools have already reached the mid-academic year, and introducing major changes now might disrupt the academic flow. It would be more effective if such steps are implemented towards the end of the academic year.”
Ugyen Zangmo, a teacher at Dunmang Primary School, expressed deep concern over the ongoing teacher shortage and the immense pressure placed on existing staff.

“With only two teachers managing the entire school, we are not just educators, we are also administrators, activity coordinators, and even responsible for managing the school’s mess hall,” she said. “This heavy workload demands constant multitasking, leaving us overwhelmed and barely able to keep up. We are doing our best to ensure students receive the attention they need, but it is a constant struggle.”

Despite the challenges, Zangmo and her colleagues remain committed to maintaining a positive learning environment. However, the shortage has forced them to teach subjects beyond their areas of expertise, compromising the quality of education.

“We are being asked to teach subjects we were never trained for, and while we are trying to adapt, it limits the depth of knowledge we can provide. Every child deserves specialized instruction from a qualified teacher, but we’re managing with limited resources,” she said. Zangmo stressed the importance of long-term solutions to the teacher shortage, including investment in professional development, mentorship programs, and better resources.

She also called for fair compensation and job security for contract teachers to encourage retention and professional growth.

Ugyen Dorji, Principal of Tendruk Central School, highlighted the ongoing challenges posed by the teacher shortage. With fewer teachers, existing staff members are burdened with additional teaching periods, making it difficult to maintain quality instruction and assessments. Some teachers appointed specifically for Inclusive or Special Education Needs (SEN) have been reassigned to general classes, further complicating efforts to provide specialized support.

“At first, we tried to manage by taking on extra periods, thinking it was temporary,” Dorji said. “But as the workload increased, it became clear that this wasn’t sustainable. A teacher handling 25 to 28 periods a week barely has time for proper lesson planning, let alone conducting meaningful assessments.”

Dorji also noted that many new recruits lack formal training, making it difficult for them to adapt to the teaching environment. While he supported the Ministry’s initiative to merge ECRs with nearby schools, he acknowledged that teachers in these classrooms face immense challenges due to inadequate facilities and the overwhelming task of teaching multiple subjects across different grades.

“These teachers are expected to teach 12 different subjects with little to no support,” he said. “Merging ECRs with nearby schools will provide a better learning environment for students and allow trained teachers to provide quality education.”

Dorji also stressed the importance of deploying an adequate number of teachers to maintain a standard teacher-student ratio, improving school infrastructure, and offering continuous professional development. He also emphasized the need for attractive salaries, digital learning tools, and career growth opportunities to retain teachers and improve the country’s education system.

As the teacher shortage continues, parents are understandably concerned about its impact on their children’s learning. Tshering Lhaden, a mother of three, voiced her worries over the changes being implemented in schools.

“I understand that the Ministry is trying to address the teacher shortage through reallocation and hiring former teachers on a contract basis. However, I worry about how this will affect the quality of education my child receives,” she said. “Will teachers brought back on short-term contracts be as effective as full-time staff?”

Lhaden also expressed concerns about overcrowded classrooms, fearing that merging Extended Classrooms could further strain resources and make it harder for teachers to give individual attention to students, especially those who need extra help.

“We need to ensure that any changes do not compromise the quality of education or leave students with fewer opportunities to thrive academically,” she concluded.

The teacher shortage in Bhutan continues to affect educators, increasing their workloads and forcing them to take on subjects outside their expertise. Dechen Wangdi, a teacher from Tendhu, highlighted these challenges and the need for immediate intervention.

“Teachers are currently handling a minimum of 25 to 28 periods per week, which leaves little time for proper assessments. We need to dedicate more time to meaningful student evaluations,” Wangdi said.

He also spoke about the issue of subject mismatches, which many teachers are currently facing. “Many of us are being asked to teach subjects we were not trained for,” he added. “It makes it difficult to deliver lessons effectively and impacts student learning outcomes.”

As the government continues to restructure teacher deployment, educators like Wangdi remain hopeful that the changes will lead to a more balanced and effective teaching environment.