To The Editor
Dear Sir
Sir/Madam,
The growing prevalence of tuition classes in Bhutan, particularly in urban centers, reflects a complex interplay of academic pressures, shifting parental expectations, and perceived shortcomings in our school system. While extra classes may offer short-term academic support, their unchecked expansion risks creating a parallel education system that could undermine the values and equity of our formal classrooms.
Many parents turn to tuition out of concern for their children’s progress, the demands of competitive examinations, or differing teaching methods. For some, it is a pragmatic solution; for others, a necessity born from the belief that the classroom alone is insufficient. Yet, this reliance raises troubling questions: Are our schools failing to meet learning needs? Are we inadvertently widening the gap between those who can afford tuition and those who cannot?
The Ministry of Education and Skills Development’s initiatives to regulate tuition—through licensing, quality assurance, and oversight by the Bhutan Qualifications and Professional Certification Authority—are timely and necessary. Ensuring that providers meet standards is an important first step. However, regulation alone will not curb the tuition culture unless we address the root causes.
Teachers play a central role in this reform. Improving classroom teaching quality, providing timely feedback, and fostering engaging, student-centered learning environments can reduce the demand for supplementary instruction. At the same time, parents must recognize that learning is not solely a matter of grades and competition, but of holistic growth and balanced development.
Ultimately, we must work toward a system where tuition is a choice for enrichment, not a crutch for deficiencies in the mainstream. Strong classrooms, supported teachers, and informed parents—not parallel systems—will secure the quality and equity of education in Bhutan.
