The Bhutanese Leading the way.
Opposition warns of rising dropouts and disruption to national service
In a letter to the Prime Minister submitted on 15 May, the Opposition Party argued that the decision to reintroduce the Class X cut-off point is not only “redundant” but also “potentially harmful to Bhutan in general and Bhutanese youth in particular.”
The Opposition urged the government to look beyond grades and numbers and consider the deeper social consequences of its decision.
However, the Ministry of Education and Skills Development (MoESD) defended the move, saying the reinstatement of the Class X cut-off policy is a necessary step toward aligning education with Bhutan’s 21st Century Education Roadmap. MoESD said the policy also aims to equip youth with emerging skills and training that are vital for Bhutan’s long-term goals, particularly the Gelephu Mindfulness City (GMC) initiative.
In 2024, around 25% of Class X students (2,260 out of 8,900) failed to meet the academic criteria and were awarded a PCNA (Pass Certificate Not Awarded). The Opposition warned that this number could rise, worsening inequality and hindering efforts to promote inclusive education.
The Opposition also raised concerns about a possible two-year gap before students become eligible for the Gyalsung National Service Programme at age 18, saying those excluded by the cut-off point policy could become disengaged or “go astray.”
Contrary to this, the ministry clarified that the concern is unfounded and students will not be left idle. “The claim of a two-year gap is factually incorrect,” the MoESD stated. “Students who do not meet the cut-off will not be treated as dropouts. They will be enrolled in vocational and technical schools under the TVET framework, supported by scholarship programs.”
The Opposition suggested that students should be kept in structured education until they are eligible for the national service.
However, the MoESD said, “The Opposition said the Class X students who do not meet the cut-off point will be left for two years just like dropouts, but the fact is that if the student is 16 years and six months, they are eligible to volunteer for early registration for Gyalsung training through a consent form signed by a parent or legal guardian.”
The Opposition’s letter included a layered critique that combined policy analysis, international comparisons, and concerns about social impact. At the heart of it, the Opposition questioned whether the education system is truly making decisions that support Bhutanese youth and their futures.
Under the current rule, Class X students who do not secure at least 40% in English and their best four subjects, such as Dzongkha, Mathematics, and ICT, are awarded a PCNA. The Opposition claims this cut-off is redundant because a retention mechanism already exists, and said that bringing it back contradicts both international education trends and Bhutan’s national goals.
The ministry, however, emphasized that the decision is rooted in national strategic priorities. “The decision to reinstate the Class X cut-off point is based on the need to create an education system that provides skills aligned with the Gelephu Mindfulness City, while also aligning with the 21st Century Education Roadmap. Moreover, with youth unemployment on the rise, it is important to reallocate scholarships more effectively. Students who do not meet the cut-off point, particularly those who are not academically inclined, can benefit more from earning a diploma through TVET programs. This gives them better opportunities rather than investing money uselessly in academic routes that don’t serve their future.”
The Opposition also drew comparisons to education systems in other countries, noting that Finland, Norway, and Japan have already moved away from grade retention altogether, while Portugal and Spain are actively reforming their systems to reduce or eliminate such practices.
Another point raised by the Opposition was the issue of school capacity. They questioned the rationale behind reintroducing a policy originally designed to manage limited space in higher secondary schools when that constraint no longer exists. Citing MoESD’s data, the Opposition stated: “Public school system now has the holding capacity to accommodate about 8,580 students in Grade 11, whereas the current enrollment is only 6,310.”
The Opposition further pointed out that seven high schools across the country have already shut down Class XI and XII due to low student numbers. These include Gyelpozhing HSS (Mongar), Gomdar HSS and Minjiwoong HSS (Samdrup Jongkhar), and Phobjikha HSS (Wangdue Phodrang), among others.
“The Opposition Party urged the Government to reverse this regressive policy and instead focus on policy that promotes inclusive, future-ready education,” the letter stated, and it also pointed out, “Bhutan must not move backward by reintroducing exclusionary practices that the global community has already discarded or are being discarded increasingly.”
MoESD’s purpose of reintegrating the cut-off point policy is solely to improve the quality of education to meet global standards. During the declaration of the Class X (2024 batch) results this year, the Education Minister noted a concerning trend in student performance. Lyonpo said that the grades of some students were very low and emphasized the need for a cut-off point policy, as without a clear benchmark, students are not taking their studies or even the exams seriously.
While the policy shift has created new opportunities for private schools, many institutions remain cautious. They say the government’s changing education policies over the years have caused uncertainty and damage to the sector. Private higher secondary schools suffered most when the former government removed the cut-off in 2019, allowing all Class X students to automatically progress to Class XI in public schools. That move led to a sharp drop in private school enrollment.
Though praised for promoting access, the policy came at a steep cost for private institutions. By 2022, ten of the 21 private high schools in Bhutan were at risk of closure, and several did shut down. School owners struggled with unpaid loans, lost staff, and shrinking student numbers. Government subsidies of Nu 30,000 for day scholars and Nu 50,000 for boarders were introduced later, but for many schools, the support came too late.
Now, with the new government reinstating the cut-off point, the same private schools are being asked to admit students who do not meet government thresholds. While some see this as a second chance, others are hesitant, still reeling from earlier setbacks and unsure about long-term sustainability.
