Gasa Sherig

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𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬 𝐟𝐫𝐨𝐦 𝐭𝐡𝐞 𝐇𝐨𝐧’𝐛𝐥𝐞 𝐒𝐞𝐜𝐫𝐞𝐭𝐚𝐫𝐲’𝐬 𝐯𝐢𝐬𝐢𝐭 𝐭𝐨 𝐆𝐚𝐬𝐚 𝐒𝐜𝐡𝐨𝐨𝐥𝐬
The visit of the Hon’ble Dasho Secretary to the schools of Gasa Dzongkhag from 22nd - 23rd November was an enriching and inspiring engagement for the education fraternity of one of the most remote regions of the country. Despite the geographical challenges and scattered settlements, the Dasho Secretary’s presence brought renewed motivation, clarity of purpose, and a strong sense of direction for ongoing and future educational reforms. Dasho’s presentations and discussions were grounded in the Four Pillars of Educational Reform, which are anchored in the guiding documents of Education Roadmap and the Royal Kasho on Education. The Four Pillars of Educational Reform comprise Curriculum reform, Professional Development reform, Infrastructure reform, and Governance.
Under Curriculum Reform, one of the major initiatives highlighted was the benchmarking of the national curriculum against international standards, particularly through the alignment of core competencies and learning outcomes with the Cambridge framework. Dasho outlined several major initiatives that the MoESD is spearheading to diversify and strengthen the education system. These include the establishment of a STEM School at Drugyal HSS, a TVET-focused school at Gedu HSS, and a Specialized School at Tama HSS dedicated to emerging fields such as Artificial Intelligence, Blockchain, and Cryptocurrency. Additionally, an International School at GMC, a Recovery School at Yongphula, and a School for Music and Arts, the location of which will be identified soon. Dasho underscored that the establishment of these specialized institutions marks a significant milestone in the national education reform agenda. They are expected to produce highly knowledgeable, future-ready, and industry-aligned graduates, meeting the evolving human resource needs of the country and contributing meaningfully to the long-term development of initiatives such as the Gelephu Mindfulness City.
On the second pillar - Professional Development Reform, Dasho emphasized the need for the Ministry, Dzongkhags, and schools to collaboratively develop a structured Professional Development calendar that will provide clear guidance and coherence for all stakeholders. Dasho reiterated that the ongoing immersion programs will continue to play a critical role in enhancing the competencies of DEOs, school leaders, teachers, support staff, and ECCD facilitators working directly in the field. Dasho also informed the schools about the recent approval for the institutionalization of the National Teaching Service. The establishment of the National Teaching Service will strengthen teacher professionalism, provide structured career pathways, and enable the Ministry to strategically manage human resources, ensuring schools are staffed with skilled and motivated educators.
The third pillar addressed reforms in school infrastructure. Dasho shared his critical observations on the variations in how infrastructure and facilities intended for the same purposes are designed and implemented across different schools. The typical examplese were on the variations of school toilets. It was a deep moment for all of us to reflect on where we went wrong. Dasho has rightly pointed out on the importance of standardizing school infrastructure to ensure that all learning environments are inclusive, safe, and fully equipped with essential facilities. He further stated that the establishment of a fully equipped model school in every district remains a key priority of the MoESD.
The fourth pillar focused on Governance. Dasho highlighted the recent Cabinet approval of the National Education Policy, which had remained in draft for an extended period. He emphasized that the NEP provides a clear national vision for education, strengthens policy coherence, guides curriculum and professional development reforms, and reinforces systematic governance and accountability across the education sector. Dasho also shared that the per-child costing initiative, scheduled for implementation from the next financial year, will provide schools with a degree of financial autonomy, coupled with enhanced accountability for achieving high educational outcomes.
Dasho’s address was deeply inspiring and left a lasting positive impact on everyone present. His skill in articulating the ongoing reforms with clarity while keeping the audience fully engaged was highly commendable. Teachers expressed sincere appreciation for the session, noting that it provided valuable clarity and a strong sense of direction for the future of education. Having already reached over 306 schools, Dasho’s continued visits to the remaining institutions are expected to create a meaningful ripple effect, further shaping educators’ perspectives and strengthening their commitment to the reform agenda.
(Kinley)
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