The Bhutanese Leading the way.
Responding to a wave of debate and opposition, particularly from the Opposition Party, the government through the Ministry of Education and Skills Development (MoESD) has now expressed its rationale decision to reinstate the Class X cut-off point for admission into Class XI.
MoESD frames the policy as a forward-looking reform rather than a regressive measure.
Central to the government’s rationale is the question of how best to equip Bhutanese youth for the country’s ambitious route, particularly the goal of becoming a high-income nation by 2034 and realizing the transformative vision of the Gelephu Mindfulness City.
Citing His Majesty’s consistent emphasis on nurturing a skilled, adaptable, and future-ready workforce, MoESD makes clear that the reintroduction of the cut-off is not a step backward, but part of a broader recalibration of the education system.
Addressing criticisms that the policy is exclusionary and redundant in light of existing academic criteria, the ministry counters that the cut-off is “not about limiting access, but rather about ensuring structured and merit-based progression.”
While acknowledging that a 40% benchmark in core subjects currently qualifies students for advancement, the ministry says that these are merely minimum standards, insufficient for determining true preparedness for higher learning.
“The cut-off serves as a checkpoint, not a barrier, to guide students into academic or vocational tracks where they are most likely to succeed,” the statement reads.
Another concern raised by the Opposition is the claim that Bhutan’s current infrastructure is sufficient to accommodate all students in higher secondary education, an argument the government firmly rebuts.
While public schools may appear to have physical capacity, MoESD emphasizes a deeper and more troubling issue: a severe underutilization of the country’s vocational training sector.
“As of 2024, Bhutan’s total school enrollment stands at 156,272, but only 2,437 students are enrolled in vocational institutes, representing just 1.56 percent annually and 1.26 percent cumulatively over the past decade,” MoESD points out.
The ministry also points out that the issue is not merely about space in classrooms, but about relevance in curriculum and outcomes. “Vocational institutions remain underutilized due to weak student inflow,” the response states.
These institutions will play a pivotal role in diversifying pathways for students, offering them opportunities to pursue careers that are aligned not only with their aptitudes, but also with the economic needs of the nation.
The ministry states that the cut-off will not hinder participation in the Gyalsung National Service Program, as there are provisions for earlier enrolment from age 16 years and 6 months with consent.
The ministry also rejected claims that 16 years of age is too young for vocational redirection, noting that many countries, including Germany, Singapore, and Austria, successfully begin vocational training at this age.
In Bhutan, the Labour and Employment Act (2007) already supports vocational training for adolescents aged 13 to 17, and recent reforms under the Bhutan Qualifications Framework (BQF) offer clear progression from diploma to applied degree.
The Opposition Party has raised concerns by pointing to countries such as Finland, Norway, Japan, and Portugal, which are increasingly moving away from grade retention policies. These nations are often held up as examples of education systems that prioritize inclusive progression over strict academic cut-offs.
In response, the Government acknowledges the achievements of these countries but emphasizes that Bhutan’s educational landscape differs significantly. Unlike these well-established systems, Bhutan is still developing foundational learning frameworks, remediation support, and vocational prestige.
MoESD highlights more comparable models like Germany, Switzerland, and Singapore, where structured academic and vocational pathways successfully balance equity with excellence.
Additionally, these countries’ approaches are backed by extensive research and policy recommendations from global institutions such as the World Bank, OECD, and Harvard University.
The ministry emphasizes that the Class X cut-off is not exclusionary but a strategic move to provide inclusive, structured pathways for all learners.
Through Community Learning Centres and aligned vocational programs, early school leavers are supported to continue education and skills training. This reform aligns with Bhutan’s constitutional mandate, national development goals, and global best practices, ensuring students have dignified routes to succeed and contribute to the country’s future.
