The Bhutanese Leading the way.
The Chairperson of the Social and Cultural Committee (SCC) and Member of Parliament (MP) from Wamrong constituency, Lam Dorji, moved a motion in the Parliament to reconsider and reassess the Ministry of Education and Skills Development’s (MoESD) decision to reinstate the Class 10 cut-off point starting from the 2026 academic session.
The MP emphasized that education remains a pivotal pillar in Bhutan’s development and a key in achieving the goals of Gross National Happiness (GNH).
Providing context, the SCC Chairperson explained that the cut-off point policy was originally introduced at a time when the country had fewer higher secondary schools, resulting in limited seats for Class 11 students.
“Back then, the policy was necessary due to a shortage of schools. But with the growth in the education sector, we now have 77 higher secondary schools capable of accommodating all Class 11 students,” the Chairperson said.
The policy was abolished in 2019 by the Druk Nyamrup Tshogpa-led government to ensure that every student, regardless of financial background, could continue their education. The Chairperson noted that the reinstatement of this policy has caused growing concern, especially among students in rural and remote areas. “The Class 11 students from rural regions are worried. As a committee, we represent the voices of the public,” the Chairperson said.
The Committee presented its findings in nine sections, urging MoESD to reconsider its decision.
In the first section, SCC challenged the rationale of limited capacity. “With 11,823 students in Class 10 and 77 higher secondary schools, there’s no issue of space,” the Chairperson explained. The average Class 10 pass rate is about 74%, which would mean roughly 8,823 students would qualify, easily accommodated by existing schools. In fact, SCC found that seven higher secondary schools currently have no Class 11 students due to low enrolment.
The second section questioned the MoESD’s claim that reinstating the cut-off point would ensure quality education. The Chairperson argued that true educational quality must begin at the foundational level. “If education were a house, its strength depends on its foundation. Quality must begin with ECCDs and primary education.”
The third section highlighted how rural and remote students would be disproportionately affected. During field visits, SCC observed a significant gap in infrastructure and parental support between urban and rural schools. “In urban areas, most parents are educated and can support their children’s education. That’s not the case in many rural regions,” the Chairperson said.
The fourth section warned that the policy could increase student dropouts, depriving them of the opportunity to develop further.
In the fifth section, the Committee focused on the financial challenges of students. “Those who can afford self-financed education will continue. But those from poorer backgrounds who don’t meet the cut-off point will be forced to drop out, with Class 10 as their highest qualification,” the Chairperson said.
The sixth section called for more targeted and interest-based programmes in Technical and Vocational Education and Training (TVET), rather than enrolling only academically weak students.
SCC specifically raised concerns about how the policy could affect female students in rural areas. “Many girls may end up doing household chores, as per societal norms, instead of continuing their education,” said the Chairperson.
The seventh section touched on the implications for the Gyalsung program. With the cut-off point in place, more students may end up finishing only Class 10 at age 16, whereas Gyalsung is meant for Class 12 graduates.
The eighth section highlighted the immaturity of Class 10 pass-outs, who at 16 years of age, are not yet eligible or ready for the workforce.
SCC concluded by calling for a strong, stable education policy framework. “We should not play with the education system, but strengthen it through sound legislation.”
Other MPs shared varying opinions, some supported the motion, while others raised concerns about youth development challenges tied to the policy.
In response, Education Minister, Yeezang De Thapa, said the ministry understands and appreciates the committee’s concerns. “While the committee is focused on Class 10 students, the ministry is looking at the needs of all learners,” Lyonpo said.
Lyonpo Yeezang De Thapa explained that the policy shift is not aimed at leaving anyone behind. Lyonpo pointed out that some students repeat the same class for several years, prompting the Ministry to think of alternative solutions. “We have students who’ve repeated classes up to five times. So we must ask, what else can we offer beyond academic education,” said Lyonpo.
Lyonpo also raised the issue of underprepared Class 12 graduates. “Even those with a Class 12 certificate often lack the skills needed in today’s competitive job market. This is what the ministry aims to address through skilling programs.”
She emphasized that skilling is better suited for students around Class 11 level, as those in Classes 5 or 6 are too young. “Right now, students from Classes 10 and 11 aren’t taking education seriously. They assume that just passing is enough because the government will handle everything,” Lyonpo said.
Lyonpo added that many students later come to the Ministry asking for jobs or college admissions with marks as low as 40–50 percent. Lyonpo questioned, “What kind of jobs can we offer them in a competitive, merit-based environment?”
Lyonpo then explained why vocational and skilling pathways are crucial. “These programs have proven to be effective for academically weak students, and they must be promoted further.”
For students with disabilities, MoESD has introduced inclusive teaching strategies and offers complementary skilling programs to ensure equal opportunity and participation.
Lyonpo concluded by emphasizing the importance of personal effort. “If a student uses their ability and works hard, they can achieve good marks. Some are intelligent but don’t study, while others are hardworking. Reintroducing the cut-off point will instill a sense of competitiveness,” she said.
The ministry reiterated that aligning student qualifications with the job market is its ultimate goal, and reinstating the cut-off point, along with skilling opportunities, is seen as a step in that direction.
The session concluded with the motion being deferred for further deliberation in upcoming parliamentary sessions. MoESD will further review SCC’s findings before making a final decision.
