The shortage of teachers in rural schools is causing concerns about the future of education in remote areas. Despite an increase in civil service recruitment, the distribution of newly hired teachers is heavily skewed towards urban areas, putting strain on smaller Dzongkhags schools. Many schools are relying on substitute teachers and contract hires to fill vacancies, raising concerns about teacher burnout and the quality of education. Retention of teachers in rural areas is also a challenge, with factors like infrastructure, personal development opportunities, and family separation influencing their decisions. The teacher shortage in remote schools is causing larger class sizes, a shortage of subject specialists, and difficulties in practical-based learning. This is particularly concerning for science and mathematics teachers, as they limit students’ exposure to key subjects.
School administrators warn that this imbalance could lead to long-term consequences for the education system, suggesting a review of national teacher deployment strategies and restructured policies on transfers and promotions to encourage longer service in rural areas. Investing in infrastructure is a potential solution for rural teachers seeking transfers due to lack of housing, internet connectivity, and professional development programs. Short-term measures include targeted recruitment drives, increased financial incentives, and expanded training programs. Community involvement is also encouraged. However, finding a lasting solution remains complex, requiring sustained effort, policy adjustments, and a renewed commitment to equitable education for all. Addressing this growing gap requires sustained effort and a renewed commitment to education.
