The government has allocated Nu 14 billion for the central school programme in the 13th Plan, which also includes new infrastructures for 63 central schools. A flagship pledge of the ruling party during the election campaign, the central school initiative promises  better infrastructure, improved facilities, and higher quality of education in these schools.

On the surface, the Central Schools 2.0 policy appears to be a much-needed intervention to uplift the education sector. However, a closer look reveals it may do more harm than good by perpetuating systemic inequities, straining the national budget, and undermining the overall quality of education in the country.

While the huge budget allocated to central schools, including freebies—from meals and uniforms to better-equipped classrooms—will undoubtedly enhance the learning environment in central schools, it will also create disparity between central and non-central schools.

Non-central schools will have to depend on dzongkhag and gewog budgets—funding pools already stretched thin by competing developmental priorities. As resources are diverted to central schools, the gap between the two types of institutions will widen. Students in non-central schools will likely continue to grapple with subpar infrastructure, inadequate learning materials, and a shortage of qualified teachers. And this disparity will inevitably create a two-tier education system, where central schools emerge as elite institutions, while others languish in neglect.

One of the most troubling aspects of the central school initiative is its susceptibility to political interference. Education, as a cornerstone of national development, must be insulated from the shifting priorities of successive governments. We can’t have governments tweaking and fine-tuning our education policies every five years based on electoral promises or political whims. The frequent overhauls in the education system not only disrupt continuity but also undermine long-term planning and sustainability.

At this juncture, what Bhutan needs is a robust and forward-looking education system that is relevant to the 21st century. This requires a holistic rethinking of the current approach to central schools and the broader education system in the country.

Rather than concentrating resources on a few select schools, the government should adopt a more inclusive strategy. All public schools in the country must be equipped with adequate infrastructure, resources, and well-trained educators. Quality education should not be a privilege reserved for a few; it must be a universal right.

There is also an increasing need for an Education Act to depoliticise the education sector. By establishing an independent commission, we can ensure that education policies are guided by expert knowledge, long-term goals, and the best interests of students—not by short-term political agendas. This commission could oversee curriculum development, teacher training, and resource allocation, ensuring consistency and accountability across different governments.

The world is evolving rapidly, and our education system must keep pace. We must embrace innovation and global best practices, from integrating technology in classrooms to adopting student-centered learning approaches, among others. Archaic systems and rigid policies must be replaced with flexible, adaptive, and forward-thinking strategies.

The education system must serve the needs of all Bhutanese children. We must work towards building an education system that prepares our children for the challenges and opportunities of the future.