KINZANG DORJI TSHERING | Thimphu
The Minister for Education and Skills Development (MoESD) presented the Action Taken Report (ATR) on the Motion concerning the implementation of a cutoff point for Class X in the ongoing National Assembly on 11 December. The motion was originally moved by the Social and Cultural Committee during the Third Session of the Fourth Parliament.
The MoESD Lyonpo Yezang De Thapa presenting the report informed the house that, as part of major education reforms, the Ministry is aligning the National School Curriculum with the Cambridge Standards to establish international benchmarks for teaching and learning across all levels. In line with this transition, national assessment and evaluation systems are being revised to match the standardized curriculum framework, including restructuring assessment practices, examination formats, and performance expectations, with the Class XII assessment to be standardized according to the Cambridge XII framework for consistency, comparability, and credibility of student outcomes. Given the scale of these reforms, the implementation of the proposed Class X cut-off point has been deferred until the Cambridge-aligned curriculum is fully rolled out nationwide, allowing sufficient time for schools, teachers, and students to adjust to the new curriculum and assessment requirements and ensuring a smooth and equitable transition for all learners.
Teachers have welcomed the decision, acknowledging the challenges involved in transitioning to a new curriculum while also highlighting concerns about its impact on students. Sangay Tenzin, a teacher at Utpal Middle Secondary School in Paro, said delaying the Class Ten cut-off point is a practical and necessary decision. “It gives time for the new curriculum and assessment system to be properly designed and aligned, ensuring fairness to students,” he said. “Rushing the change without readiness could confuse learners, teachers, and schools, so a delay helps maintain stability during the transition.”
However, he noted that many teachers are not fully ready to teach using the new curriculum and textbooks. While some teachers have received orientation sessions, most still need hands-on training, clear guidelines, and sufficient time to familiarize themselves with the new teaching approaches and assessment methods. He explained that readiness varies from school to school, depending on access to professional development and available resources.
On the ministry’s plan to rename the cut-off point as a “merit-based admission system,” Sangay Tenzin said that changing the name alone will not make a major difference unless the system itself is clearly defined and transparently implemented. “However, the term ‘merit-based admission system’ does reflect a more holistic approach if it truly considers multiple criteria beyond exam scores,” he added.
Teachers face several challenges during the transition, according to Sangay Tenzin. He highlighted uncertainty about assessment methods, increased workload, limited teaching resources, lack of clear communication, and the pressure to adapt quickly while managing regular teaching duties. He also stressed the need for continuous professional development, clear policy communication, sufficient teaching and learning materials, realistic timelines, and emotional and professional support. “Regular feedback mechanisms and school-level mentoring would also help teachers confidently implement the new curriculum,” he said.
Pranita Rai, a teacher from Norbu Academy in Phuentsholing, offered a slightly different perspective, pointing out concerns about students. She said some teachers feel that the Class X cut-off point should not be delayed because it may cause students to be late in transitioning to the next grade. “Some students also need time to search for and secure admission in new schools, and delaying the cut-off could create difficulties and uncertainty in this process. Moreover, postponing the cut-off point may reduce students’ excitement and motivation for moving on to the next grade, as timely progression helps maintain momentum and focus in their academic journey,” she explained.
While she said she is ready to teach using the new curriculum and textbooks, Pranita Rai highlighted that students may need additional time to process and adapt to the changes. She also noted that teachers require sufficient time to prepare new lessons based on the updated content and teaching approaches. Despite these challenges, she expressed enthusiasm for the new curriculum, saying it provides opportunities for improved teaching and learning.
Regarding the renaming of the cut-off point, Pranita Rai said the change will make a difference because many people do not clearly understand the term “cut-off point.” She said that calling it a “merit-based admission system” is easier to understand and clearly communicates that admission is based on students’ performance and merit.
Lesson planning is another major challenge, she said. Teachers need to redesign lessons to match the new curriculum, learning outcomes, and teaching approaches, which requires additional time and effort. She added that it would be very helpful if the ministry could provide ready-made lesson plans, similar to the REC lesson plans. “These could guide teachers in preparing lessons according to the new curriculum, save time, and ensure consistency in teaching across schools,” she said.
The decision to defer the cut-off point and the shift to a Cambridge-aligned curriculum comes at a time when the ministry is making major reforms to Bhutan’s education system. Teachers have emphasized that proper planning, preparation, and support are essential for the transition to succeed. Both Sangay Tenzin and Pranita Rai agreed that while the changes bring challenges, they also offer opportunities for more effective teaching and learning if teachers are adequately supported and students are given time to adapt.
Lyonpo Yeezang De Thapa said the ministry will continue to monitor the situation closely and provide the necessary resources and guidance to ensure that the transition is smooth. She stressed that the rebranding of the cut-off point as a “merit-based admission system” aims to make the admission process clearer and fairer while avoiding confusion and negative perceptions associated with the previous terminology.
Teachers have called on the ministry to provide continuous professional development, clear instructions, and guidance materials, as well as to ensure that lesson plans are available to help them implement the new curriculum effectively. They also highlighted the importance of allowing sufficient time for students to adapt and maintain motivation during this period of change.
Teachers emphasized the importance of balance in the transition process. While the curriculum changes are intended to improve education standards and align them with international benchmarks, careful planning is necessary to avoid overwhelming students and teachers. By giving teachers time to prepare, providing lesson plans, and supporting students as they adjust, the ministry hopes to make the introduction of the Cambridge-aligned curriculum a smooth and successful process.
The deferral of the Class X cut-off point, the development of over a hundred new textbooks, and the rebranding to a merit-based admission system are all part of a larger effort by the MoESD to modernize Bhutan’s education system. These measures aim to improve learning outcomes, ensure fairness, and prepare students for the challenges of higher education while maintaining stability during a period of significant change.
