TIL BDR GHALLEY
Thimphu
he Minister of Education and Skills Development (MoESD), Yeezang De Thapa, in the ongoing National Assembly session held on 28 May, defended the ministry’s March 28 notification on the continued use of corporal punishment in schools, which specifically named Dzongkha teachers.
The minister’s clarification came during the National Assembly’s question-and-answer session, following concerns raised by parliamentarians.
Bumdelling-Jamkhar Member of Parliament (MP) Wangdi questioned the necessity and impact of the notification, noting that it had sparked renewed international attention to the issue of corporal punishment in Bhutanese schools.
Despite being officially banned under education policy, corporal punishment, he said, continues to be practiced, raising concerns about the country’s compliance with international child rights standards.
MP Wangdi also highlighted that the notification had created unease, especially among Dzongkha teachers, at a time when the education sector is already facing teacher shortages and morale challenges.
“Teachers, particularly Dzongkha Lopons, feel singled out by the wording of the directive. Such issues should have been handled internally rather than through a public national directive,” he said.
In response, Lyonpo Yeezang Dee Thapa clarified that the notification was not introducing a new policy but was merely a reinforcement of existing rules. She stated that the ministry had received multiple complaints from parents both verbal and written alleging corporal punishment in schools. Some complaints, she added, had been personally addressed to her.
“There were also two complaints that were widely shared on social media, and these involved Dzongkha teachers,” Lyonpo said. “This led the ministry to issue a targeted reminder not to single out but to reiterate the importance of discipline practices aligned with national and international child protection standards.”
She further explained that the notification was issued in line with Bhutan’s obligations under the United Nations Convention on the Rights of the Child (CRC), to which the country is a signatory.
Bhutan also submits a shadow report alongside the main CRC report and has been repeatedly questioned by international bodies regarding the persistence of corporal punishment in schools.
“This notification is a response not only to domestic feedback but also to international scrutiny. It is our duty to ensure that the education system upholds Bhutan’s commitment to child rights,” the education minister added.
Despite criticisms, Lyonpo noted that her school visits following the issuance of the notification had revealed a positive reception among many teachers. “Educators have told me they appreciate the reminder. They see it as helpful guidance rather than a disciplinary message,” she said.
However, MP Wangdi maintained that the notification had unintended consequences. He reiterated his view that the issue should have been resolved quietly within the education sector without escalating it to a national level, which, in his opinion, caused unnecessary embarrassment to the teaching community.
Acknowledging this concern, Lyonpo agreed that some teachers both current and retired may feel disheartened. She recalled an interaction during a school visit where a retired teacher admitted to having used corporal punishment in the past.
“She acknowledged that it happened but also emphasized that it was part of a different time,” Lyonpo said. “Recognizing past practices is not the same as endorsing them.”
The minister stressed that the core message of the March 28 directive was not to reprimand but to guide and encourage positive, non-violent disciplinary practices.
“Corporal punishment not only violates the Child Care and Protection Act but also affects children’s mental health and learning outcomes. As educators, we must strive to create supportive and compassionate classrooms,” the minister said.
The notification issued by MoESD directed all school principals, officiating principals, and vice principals to ensure that all staff, including Dzongkha Lopons and other teachers, adopt positive disciplinary methods.
It emphasized the complete avoidance of corporal punishment and urged all educators to uphold the values of dignity and respect in student-teacher interactions.
However, teacher opinions on the matter remain divided. Some welcomed the directive as timely and necessary, while others expressed disappointment over the perceived targeting of Dzongkha teachers.
“I fully support the ban on corporal punishment,” said Kinley, a primary school teacher in Samtse. “This directive is a wake-up call for some of us who may still rely on outdated disciplinary methods. We need to adapt to better ways of managing student behavior.”
But others felt unfairly portrayed. “The wording of the notification was painful,” said a Dzongkha Lopon from a lower secondary school in Chukha. “Why only Dzongkha teachers? We are not the only ones managing classrooms. It felt like we were being blamed in front of the whole nation.”
A teacher from Dagana expressed similar sentiments: “We don’t deny that some teachers still use harsh methods, but labeling a particular subject group affects our confidence and reputation. The issue should have been addressed collectively.”
Some teachers also called for stronger support from the ministry in the form of training. “If they want us to use positive discipline, we need consistent training and psychological support,” said Amrit, a middle school teacher in Tsirang. “Many of us are managing large classes with limited resources.”
The controversy surrounding the notification has sparked broader discussions about discipline in schools, teacher support systems, and the evolving expectations placed on educators.
While the minister’s clarification provided some reassurance, the debate has highlighted the delicate balance between upholding child rights and maintaining morale among educators in a strained system.
The ministry is expected to follow up on the concerns raised and continue engaging with stakeholders, including teachers, parents, and policy-makers, to foster a shared understanding of discipline in modern education.
