Two important discussions around university education occured in the National Assembly last week. Both these discussions—critical to our nation’s future—spotlighted the need to rethink and transform tertiary education in the country.

The Social and Cultural Committee of the National Assembly proposed not only retaining the College of Language and Cultural Studies (CLCS) in Taktse, Trongsa, but also expanding its scope to offer master’s and PhD programmes. This recommendation comes at a time when CLCS is edging towards closure as part of the Royal University of Bhutan’s (RUB) reform initiative.

Since 2021, RUB has been phasing out courses deemed irrelevant in the job market. CLCS stopped new enrolments from last year. With only 248 students in a campus built to accommodate 1,000, the College is a mere shadow of its potential. The government had invested a whopping Nu 1 billion in constructing the college.

Another pressing issue was on how only 35 percent of Class XII graduates secure places in the RUB colleges. Of this, only 20 percent receive scholarships while 15 percent are self-financed. This means that 65 percent, or about 6,718 students annually, have no opportunity to pursue higher education in the country. And the lack of options within the country often leads them abroad, draining an estimated Nu 7 billion annually—and Nu 30 billion over five years—in hard currency reserves.

Closing colleges such as CLCS is not the answer. If CLCS graduates are not in demand, we must diagnose the root causes and implement appropriate measures. Are the programmes aligned with market needs? Do they equip students with the skills to succeed in a competitive, globalised world? These are the questions that must guide any reforms.

We also need to diversify our university offerings. Colleges that focus on “hard skills”—technical and vocational education—should be prioritised. Degrees alone no longer guarantee employability. Practical, market-relevant skills do. Our university programmes must be competitive, high-quality, and globally recognised.

Currently, a Bhutanese university degree lacks widespread international recognition. It is a shame that our graduates must take English language tests, such as IELTS, to qualify for postgraduate programmes abroad.

While the focus on tertiary education is critical, it cannot be divorced from the broader educational ecosystem. The root of the problem often lies in the foundational years of schooling. If schools fail to prepare students adequately, higher education will struggle to produce graduates capable of thriving in the global job market.

Transforming tertiary education requires a multi-pronged approach. Institutions like CLCS need to be revitalised with programmes that are market-relevant and forward-looking.

Increasing the intake capacity of RUB colleges is essential. And this might involve opening new institutions, expanding existing campuses, or leveraging technology to offer online and hybrid learning models.

Establishing colleges focused on technical, vocational, and specialised skills will ensure that our graduates are not only employable but also competitive in the global market.

Strengthening academic standards and aligning programmes with international benchmarks will enhance the credibility and recognition of our university degrees. And partnerships with reputed international universities could help bridge this gap.

A robust school system is the foundation for a successful higher education system. For that, we need to invest in teacher training, curriculum development, and student support systems.

And most important of all, long-term strategic planning must replace ad-hoc reforms.