The Ministry of Education and Skills Development (MoESD) has confirmed that the Cambridge-aligned curriculum will be fully implemented across secondary schools by the 2027 academic year. The nationwide reform represents a major shift from an examination-driven education system to one that assesses students on competencies, learning outcomes and continuous academic progress over a two-year learning cycle.
Under the new curriculum framework, secondary education will be organized into two key stages. Classes IX and X will constitute Key Stage 4, while Classes XI and XII will form Key Stage 5.
Unlike the existing system, where students advance based largely on annual examinations, progression under the Cambridge-aligned curriculum will depend on whether students demonstrate the required competencies and learning standards across the entire two-year stage through a combination of formative and summative assessments.
The ministry said schools will continuously monitor students’ academic progress and provide targeted interventions, remedial classes and additional learning opportunities for those requiring support. Students who fail to meet the prescribed learning outcomes at the end of a key stage will not automatically progress and may be required to repeat the grade.
Education officials say the reform is designed to promote deeper understanding, critical thinking and sustained learning rather than short-term preparation for year-end examinations.
Classes IX and XI began studying under the Cambridge-aligned curriculum this academic year and will sit for their respective board examinations at the end of next year. Meanwhile, Classes X and XII will continue under the existing curriculum and assessment system for the remainder of the academic year to ensure students are examined only on content they have formally studied.
The ministry said the phased approach is intended to minimize disruption while allowing schools, teachers, students and, parents sufficient time to adapt to the new system before full implementation in 2027.
The transition, however, has presented challenges, particularly in the availability of new textbooks.
Some schools are currently operating without complete sets of revised textbooks, with digital versions serving as interim learning resources while final manuscripts undergo comprehensive review before printing.
According to the ministry, textbook development involves multiple stages of quality assurance, including content verification, curriculum alignment, pedagogical review, language editing, fact-checking, layout design and cross-referencing of exercises and assessment tasks to ensure accuracy before nationwide distribution.
To minimize disruption to learning, interim printed materials covering essential content up to the mid-term examinations have already been distributed through Dzongkhags and Thromdes. Schools are also using existing textbooks and supplementary teaching resources during the transition period.
Recognizing Bhutan’s digital divide, particularly in rural communities, the ministry acknowledged that many students continue to face limited access to reliable internet services, electricity, computers and mobile devices.
As a result, the reform adopts a blended approach that combines printed materials with digital resources to ensure equitable access to learning.
Future editions of textbooks will include QR codes that provide students and teachers with access to supplementary learning materials, explanatory videos, exercises and other digital resources wherever internet connectivity is available.
The ministry said comprehensive professional development programmes are being rolled out nationwide to equip teachers with new instructional approaches, updated subject content and assessment methodologies required under the Cambridge framework.
Responding to concerns over the allocation of Nu 385 million for teacher professional development, MoESD said investments in teacher capacity should not be viewed as competing with improvements in school infrastructure.
Education officials said that infrastructure development—including science laboratories, ICT facilities, and other learning resources—continues alongside teacher training through ongoing programmes and planned investments under the 13th Five-Year Plan.
The ministry also confirmed that private schools will implement the curriculum alongside government schools.
Textbooks will continue to be provided free of charge through existing distribution mechanisms, while private school teachers and administrators will participate in the same orientation programmes, curriculum workshops and professional development activities as their counterparts in public schools.
Officials said maintaining a common curriculum and assessment framework across all schools is essential to ensuring consistency, equity and national education standards.
According to the ministry, the phased implementation strategy is intended to ensure a smooth transition while giving all stakeholders adequate time to adjust to the new teaching, learning and assessment practices.
Nidup Lhamo, Thimphu
