Rural teaching posts largely ignored by graduates, says MoESD

Despite a steady stream of certified graduates from teacher training programs, rural teaching posts in Bhutan are still largely ignored. The Ministry of Education and Skills Development (MoESD) said many graduates are unwilling to take up positions in remote schools.

The ministry said, “Posting to rural and remote schools remains a challenge, with some vacancies receiving no applications from new graduates.”

To address this teacher shortage, especially in primary education and STEM subjects, MoESD has invited resigned teachers to rejoin the profession under consolidated contracts.

According to the ministry, while this approach is not new and is practiced in many countries, it reflects the continued struggle to staff remote schools, despite a steady flow of new graduates from teaching institutes.

The ministry clarified that the move does not signal a crisis, and no school has been closed or a student sent home due to a lack of teachers.

However, posting teachers to rural and remote schools remains a persistent challenge, with some vacancies failing to attract any applicants, even from the newest batch of graduates.

Although Bhutan continues to produce certified graduates through the Post Graduate Diploma in Education (PGDE) and other teaching programs, a significant number are hesitant to serve in remote schools, citing a lack of amenities, family obligations, or career preferences.

This gap has led the government to turn to former teachers, many of whom possess valuable classroom experience and professional training.

To be eligible, former teachers should have a clean disciplinary record, a recommendation from their previous employer, be within two years of retirement age, and agree to serve in priority locations.

A mandatory drug test is also part of the requirement. Teachers currently residing abroad are eligible, provided they meet the criteria.

Importantly, MoESD has emphasized that this move will not reduce job opportunities for new graduates. “Consolidated contract positions are open, and renewals will follow RCSC’s prioritization of BCSE graduates,” the ministry said.

It is also exploring long-term solutions, including structured pathways such as a mixed-mode PGDE under the National Teaching Service, to help contract teachers transition into regular roles.

The initiative also brings to light Bhutan’s growing teacher attrition, especially to countries like Australia post-COVID, and raises broader questions about how to make rural teaching more attractive.

Although international teaching experience is considered an asset, the ministry stressed that “willingness to serve in critical areas” remains the deciding factor.

For now, the return of former educators offers a stopgap measure to ensure learning continues uninterrupted in rural schools.