Technical education in Bhutan has been introduced since the late 60s, however, even after four decades of operation, various technical institutions function independently when it comes to academic programmes. Therefore, in the absence of formal academic linkages amongst these institutions, curriculum is mostly designed to suit the needs of the respective institutions and students are left without well-defined career goals other than finding employment. An articulation for these technical institutions will facilitate planners and policy makers to frame curriculum that will incorporate all aspects of career paths for the graduates from these institutes and simultaneously enhance the quality of training provided by these institutions.