Growing concerns over teacher surplus and contract restructuring have left many Dzongkha contract teachers across Bhutan facing sudden job losses, shortened contracts, and uncertainty about their future employment. Several contract teachers claimed that despite having valid contracts extending into 2026, their services were terminated earlier than expected without proper notice, forcing many to seek alternative livelihoods. One Dzongkha contract teacher from southern Bhutan said his contract, which was officially extended until December 31, 2026, ended a year earlier than scheduled.
“My contract was supposed to end this year, but it ended last year,” the teacher said. “When I contacted the relevant departments, I was told that contract teachers who were not called back by school principals would not have their contracts renewed.” However, he clarified that his case involved premature termination rather than non-renewal. According to the teacher, employees are normally provided with a three-month notice before contract discontinuation, but he said he never received such communication.
The teacher, who has served since 2010, said he was later informed that the Ministry of Education and Skills Development (MoESD) had issued a notice regarding contract matters in October, but the information allegedly did not reach teachers due to communication gaps at the dzongkhag and thromde levels. “There was no clear communication to us. I only found out later,” he said.
He further alleged that while completing final paperwork, he was asked to mention “resignation” as the reason for leaving. “I told them this was not voluntary because I still had one more year remaining on my contract. It was effectively a termination,” he said. According to teachers, nearly 537 contract teachers across Bhutan are reportedly facing similar situations, with many of them belonging to the Dzongkha teaching category.
Several teachers also raised concerns regarding recruitment examinations conducted for contract teachers to qualify for teaching other subjects. According to them, many Dzongkha teachers withdrew from the process because the viva voce examinations were conducted entirely in English despite candidates coming from Dzongkha-language backgrounds.
Teachers said successful candidates under the general category were expected to teach subjects such as Science and Mathematics, creating additional challenges for those trained primarily in Dzongkha education.
The teacher, who now works as a taxi driver after losing his teaching position, said the late notice left him little time to prepare for alternative employment. “After 15 years in teaching, it was very difficult to suddenly start over,” he said. Another teacher, identified as Namgay (name changed), said the government had earlier indicated the possibility of regularizing contract teachers, encouraging many to continue in service.
However, he said the upgradation from P5 C to P5 B positions resulted in contracts being shortened instead of extended.
“Nearly 200 teachers had their contracts shortened, mostly Dzongkha contract teachers,” he claimed, adding that teachers were not properly consulted during the process.
He also criticised the lack of clear communication from both the Royal Civil Service Commission (RCSC) and MoESD regarding extension decisions.
A teacher from Samtse shared similar experiences, saying a notice received in November informed him that his contract would end two years earlier than expected. “Until today, I have no job and have been relying on my family for support,” the teacher said. The teacher added that he had taken a vehicle loan expecting his contract to continue but later had to sell the vehicle following the sudden termination.
Others highlighted the emotional and financial strain caused by the policy changes, especially for teachers with over a decade of experience and family responsibilities.
One teacher with 16 years of service said the requirement to obtain formal teaching qualifications from institutions such as Samtse College of Education or Paro College of Education for regularisation feels discouraging after years in the profession.
“For someone who has been teaching for so long, starting again from the beginning feels like a waste of time,” the teacher said. Some teachers also expressed frustration over limited job opportunities outside the teaching profession, particularly for those with Dzongkha educational backgrounds. The affected teachers said the transition has been especially difficult for long-serving educators who now find themselves entering unfamiliar fields after years dedicated to teaching. Relevant departments are yet to officially respond to the concerns raised by the contract teachers.
