Is the quality of education in Bhutan deteriorating?

The deterioration of quality of education is the much discussed topic in Bhutan, in online forums or in open areas in the recent times. But the question that arises in my mind is, is the quality really deteriorating? If so what are the parameters that are taken into account for quality evaluation and what are the measures that are in place to address the problem? Today, every walk of life attacks the people who are in teaching. Teaching profession is down-looked and some even claim that teachers joined into teaching because of dire need of employment.  If the so called deterioration is taking place it’s not simply the teachers to be blamed. Every one of us, be it the bureaucrats, policy makers, curriculum developers, teachers, parents and even the students (another main component) must be the stakeholders and work hand in hand to uplift the quality. I feel there is an error in the system itself.  How frequently is the curriculum in the Bhutanese education updated? And when curriculum is updated or developed, is the consideration taken care of  players in the real field? Moreover, there is a mismatch in the educational background of the teachers and the subjects they handle. Teachers are not the all-rounders.  Irrespective of the educational background the teacher has, he/she has to handle the subjects when there is shortages of their counterparts in schools. The subjects cannot be kept untaught simply because there is no teacher with the required educational qualification. For an instance after my graduation I served as temporary teacher in Trashiyangtse LSS in 2008 and although I have my degree in Geography, I had to handle  subjects such as science, history and social studies and sometime later even E.V.S ( in Dzongkha) for class III and not the geography subject (actually MoE recruited two of us as Temporary Teachers in Geography). The other fellow landed up teaching English along with geography.  It was simply because there was damn shortage of teachers in these subjects.  I wonder whether I did justice as I lacked enthusiasm and the zeal to learn sciences in my schooling days and although I studied history in my PU, the subject was in Dzongkha. 

Like wise after an year long PGDE course some teachers are placed in the primary schools and lower secondary schools as rural posting and more so because there is no requirement of PG teachers while in some schools there is acute shortage of qualified teachers to teach the higher classes. Another question arises here in my mind. Will the PGDE teachers be in the position to do justice in  terms of pedagogical skills and will they be able to implement what they learnt in their degree?  I feel if the placements are done according to the type of training the teacher has undergone, the quality can be assured as ones knowledge and skills can be utilized in the optimum level and so will be the ripple effect. 

Finally, our society as a whole need to change our mindset towards teachers and those who have the zeal and inclination towards teaching profession must be encouraged by creating conducive environment. Teachers' services have to be acknowledged rather than point fingers to the whole set of teachers when even a minuscule mistakes occur in the teaching system. Sometimes mistakes are bound to happen as teachers are not perfects, they are imperfects like any one of us. Like wise, measures must be in place to retain the seasoned teachers. Then only the dire shortage of teachers will be solved. Moreover, I feel those who want to switch to other profession must be given the tickets to do as I don't feel they would do the justice when their enthusiasm for teaching is exhausted.