KP Sharma

There is a growing consensus among local leaders that supports the National Council’s (NC) recommendation for allocating a dedicated budget for primary schools, particularly in rural areas, to improve educational standards and address key challenges.

NC’s special committee for education has proposed the need to formulate a separate budget for primary schools rather than consolidating them with the dzongkhag’s budget.

The Special Committee also suggested that resources need to be distributed based on student enrollment and geographical need for fair and equitable budget allocation.

Currently, primary schools in remote areas struggle with financial constraints due to the centralised budget system at the dzongkhag level. Budget consolidation often leads to uneven funding distribution, disadvantaging smaller rural schools that are already challenged with limited resources and infrastructure challenges.

Local leaders point out that consolidating the budget at the dzongkhag level can lead to unfair allocation, with larger schools receiving a higher share while smaller, struggling schools fall farther behind.

Trashigang’s Yangnyer Gup Duptho said that inadequate facilities are a major issue in rural schools in the country. “Many rural schools operate in poorly constructed buildings, lacking basic necessities like clean water, sanitation, and adequate classroom space.”

Despite efforts by the dzongkhag and gewog administrations to support these schools, the large number of schools in the dzongkhag poses challenges in equitable resource distribution.

For instance, Trashigang has about 56 educational institutions, and the dzongkhag has to divide the resources among all these schools.

In contrast, smaller dzongkhags can allocate sufficient funds more easily, leading to significant disparities in school facilities and resources.

Tsirang’s Barshong Gup Santal Lal Powdel said that while the budget used to come to geowgs directly, the delays in bureaucratic processes further exacerbate funding issues for rural schools, affecting essential infrastructure maintenance.

He said that his gewog faces pressure from schools to secure funds for infrastructure maintenance, such as classrooms and staff quarters, but delays in funding create additional challenges. “Having a separate fund for primary schools would be beneficial in improving facilities and bringing them up to the same standard as other, more developed schools.”

A separate budget could also address teacher recruitment and retention of qualified teachers in remote areas, said a gup from Chukha.

Rural placement often deter experienced teachers due to isolation and limited professional development opportunities

“With a separate budget, the government could offer better incentives, such as improved housing and professional growth opportunities, making rural positions more attractive,” the gup said.

Trashiyangtse’s Toedtsho Gup Dechen Wangdi, said that the disparity among schools, especially between larger schools and primary schools, has increased over the years, with smaller schools in rural areas being the most affected by budget constraints. 

He said that in some instances, budget constraints have even led to situations where local leaders have to personally fund necessary supplies, like teachers’ chairs.

The Ministry of Education and Skills Development, during the presentation of the 13th plan, stated that although there are plans to establish central and specialised schools, all schools will receive equal attention.

With the highest budget allocation among the ministries in the 13th plan, the education ministry aims to address disparities and improve educational standards across the board.