The mentoring programme initiated by the Ministry of Education and Skills Development (MoESD), in partnership with the Asian Development Bank (ADB), is an ambitious step toward empowering Bhutanese youth in their educational and career choices.

Targeted at students in Classes X and XII, the programme sought to inspire interest in science, technology, engineering, and mathematics (STEM) and technical and vocational education and training (TVET).

While it succeeded in raising awareness and fostering interest, the lack of tangible outcomes in terms of enrolment underscores the challenges of translating intent into action.

The study by ADB presents promising yet incomplete results. STEM mentoring, for instance, led to a significant 16.2 percent increase in Class X students selecting science as their preferred stream, with participants exhibiting improved perceptions of science, higher self-confidence, and better academic performance.

However, this enthusiasm has yet to manifest in a substantial rise in enrolments. Similarly, the TVET programme saw a modest 5.9 percent increase in students considering vocational education as a career option, but societal attitudes toward blue-collar jobs remain largely unchanged.

The disconnect between interest and action demands a closer look at the barriers beyond the mentoring sessions.

For STEM, while mentoring boosts confidence and interest, systemic challenges such as inadequate preparation for competitive exams and limited access to quality resources may deter students from pursuing science at higher levels.

The issue here is not just about generating interest but also equipping students to overcome academic and institutional hurdles.

TVET faces even deeper challenges, rooted in entrenched social stigmas and a lack of societal recognition for vocational careers. While the programme improved students’ understanding of TVET and its prospects, the stigma associated with blue-collar jobs continues to act as a powerful deterrent.

A cultural shift in how vocational careers are perceived is critical to addressing this issue.

Without dismantling these prejudices, no amount of mentoring will achieve a substantial change in enrolment or career pathways.

The programme also raises questions about sustainability and scalability. Mentoring 1,700 students with 340 mentors is an admirable start, but replicating this effort on a national scale requires significant resources and coordination.

Further to that, the long-term impact of such programmes remains uncertain unless they are accompanied by systemic reforms.

To make these programmes more effective, several measures need to be considered.

Integrating preparatory support for STEM students into the curriculum will help align their interests with practical outcomes. For TVET, greater collaboration with industries could provide hands-on experiences, internships, and clearer pathways to employment.

Public awareness campaigns, led by successful TVET graduates, could also help dismantle societal prejudices.

The mentoring programme’s outcomes, while not wholly transformative, represent an important starting point.

We stand at a critical juncture, where the need to align education with market demands and social realities is more urgent than ever. Turning interest into action requires sustained efforts, systemic changes, and a collective commitment to reimagine the value of all educational pathways.