Thimphu (Oct 2) — Despite nationwide improvements in internet coverage, Bhutan’s rural schools continue to lag far behind their urban counterparts in access to digital learning, according to the National Education Assessment (NEA) 2024.
The report highlights a stubborn performance gap: Grade III students in urban schools scored on average 39 points higher than rural students in English Reading and Mathematical Literacy — a disparity largely unchanged since 2021.
Unequal Access to Devices and Connectivity
Officials and educators attribute the divide to inadequate ICT resources. Nearly 40% of schools reported that Information Technology-related teaching and learning materials (TLMs) were either unavailable or unusable.
“Although all schools are technically connected to the internet, frequent weather-related outages, unstable electricity, and damage to fiber cables often delay restoration,” said Pelden Wangmo, Chief Dzongkhag Education Officer of Zhemgang. “In most schools, three to four students share a single device, and frequent power fluctuations have damaged many computers and laptops.”
Rural Challenges
Teachers in rural areas describe struggling with outdated ICT labs, insufficient desktops, and unstable connections. A primary school teacher noted that the absence of trained ICT teachers further restricts the use of digital resources, even in subjects like Dzongkha, where students miss out on digital reading and typing practice.
He added, “More devices, better subject-specific digital content, and teacher training in ICT would greatly enhance learning opportunities.”
National Picture
According to Kinley Dorji of the Bhutan Council for School Examinations and Assessment (BCSEA), one in four teachers received no ICT training in 2024. Low teacher confidence and minimal resources mean that ICT integration in classrooms remains weak, limiting students’ ability to develop 21st-century skills.
Even relatively better-off schools face challenges. A principal from Eastern Dzongkhag acknowledged infrastructure improvements but said class sizes and limited ICT periods prevent students from getting enough hands-on practice.
Recommendations
The NEA 2024 calls for targeted investment to reduce disparities:
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Upgrading rural connectivity and ICT labs
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Ensuring a steady supply of quality digital materials
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Expanding teacher training for ICT integration
Experts caution that without such measures, Bhutan’s digital education push risks leaving thousands of rural students behind.