KINLEY KHANDU CHODEN | Thimphu
Bhutan’s planned introduction of a Cambridge-aligned curriculum faced close scrutiny in the National Assembly, as Members of Parliament raised concerns over the preparedness of schools to implement the reform nationwide.
Concerns over delayed textbooks, teacher readiness, rural-urban disparities, weak digital infrastructure, and the overall pace of implementation dominated the Question Hour session, with lawmakers warning that gaps in preparedness could create long-term challenges for students and schools.
Dewathang-Gomdar MP Tshering Penjor asked the Ministry of Education and Skills Development (MoESD) minister whether a comprehensive national readiness assessment had been conducted before introducing what many consider the most significant curriculum reform in Bhutan in more than six decades.
The reform follows a Royal Decree issued by His Majesty The King in 2020 calling for transformation in Bhutan’s education system to better prepare young people for a rapidly changing world shaped by science, technology, and globalisation.
While the government maintains that Bhutan is not directly adopting the Cambridge curriculum but rather aligning it with national priorities and Gross National Happiness values, several MPs argued that the implementation process appears rushed and uneven.
MP Tshering Penjor said schools continue to struggle with practical challenges on the ground, particularly regarding access to learning materials. He noted that many textbooks are still undergoing proofreading and have not yet been printed, forcing schools and teachers to rely heavily on soft-copy materials.
According to the MP, teachers in some schools are printing chapters themselves for classroom use, creating additional workload and financial pressure.
“Parents and teachers have raised concerns about school readiness, teacher preparedness, rural-urban disparities, infrastructure limitations, and the financial implications of the reform,” he said during the session.
The concerns reflect broader anxieties among educators and parents who fear that unequal access to technology and educational resources could widen existing disparities between urban and rural schools.
Responding to the questions, Education and Skills Development Minister Yeezang D. Thapa defended the reform, describing it as a necessary transformation aimed at modernising Bhutan’s education system while preserving national identity and values.
The education minister clarified that the reform is being introduced gradually rather than across all grades simultaneously. She explained that implementation has been limited to selected classes and subjects based on assessments of teacher capacity, ICT infrastructure, learning resources, and school preparedness.
This academic year, the Cambridge-aligned curriculum has been introduced on a pilot basis in Classes IX and XI. Existing textbooks continue to be used from PP to Class I in most subjects except ICT, while a new subject called Digital Innovative Technology has been introduced in Class IV.
According to the minister, around 3,500 teachers involved in delivering the new curriculum have already undergone training. She also stated that nearly half of the learning content continues to be drawn from existing textbooks to ease the transition process.
The minister said soft-copy textbooks had been completed by December 2025 and distributed to schools for review and feedback ahead of final printing.
“The ministry is also concerned about delays in textbook supply,” the minister said, adding that the materials are currently undergoing expert review before being sent for printing.
She further said the government has allocated approximately Nu 3 billion for the 2026–27 fiscal year to strengthen ICT infrastructure and address teacher shortages across schools.
Despite these assurances, lawmakers from both opposition and ruling benches continued to raise concerns about whether rural schools possess the resources necessary to adapt to the new system.
Khamdang-Ramjar MP Namgay Dorji questioned whether sufficient research and consultation had been conducted before implementing the reform. He also asked whether a national steering committee had been established to oversee and guide the transition process.
Meanwhile, Wamrong MP Lam Dorji warned that dependence on soft-copy learning materials could place students in remote communities at a serious disadvantage.
He pointed out that many rural schools continue to face shortages of computers, poor internet connectivity, and limited access to digital devices, making it difficult for students to access online learning resources.
The MP suggested that the curriculum should first be piloted extensively in selected urban and rural schools before being expanded nationwide.
Several MPs also stressed the importance of having a long-term strategic framework to guide the reform process.
Bartsam-Shongphu MP Rinchen Wangdi cautioned against implementing the reform too quickly without a clear policy roadmap.
Drawing comparisons with earlier civil service reforms, he warned that dismantling an existing system before the new one becomes stable could create confusion and long-term institutional challenges.
“There is a risk in replacing a functioning system before the new structure is fully tested and stabilised,” he said.
Prime Minister Tshering Tobgay defended the curriculum reform, saying educational transformation is essential if Bhutanese students are to remain competitive in an increasingly globalised world.
He said the country could not afford to maintain outdated systems while rapid developments in science and technology continue to reshape global economies and labour markets.
“If children are to receive quality education and secure good jobs, it is essential to revise the curriculum,” PM said.
PM added that students would eventually receive dual certification under both the national and Cambridge curricula, enabling Bhutanese students to gain broader international recognition and opportunities for higher education and employment abroad.
“The Cambridge curriculum is recognised as one of the best curricula in the world,” he said.
The parliamentary debate highlighted growing public interest in the future of Bhutan’s education system and the challenges of balancing global educational standards with local realities.
While the government insists the reform is necessary to prepare future generations for emerging global opportunities, many lawmakers stressed that successful implementation would depend on ensuring equal access to resources, adequate teacher preparation, and stronger support for rural schools. As the phased rollout continues, questions remain over whether Bhutan’s schools can bridge existing gaps quickly enough to ensure that no students are left behind during the transition.
