In a quiet room at Wangsel Institute for the Deaf, 25-year-old Janki Uraon delicately traces the outlines of her latest artwork—an intricate rendition of the Four Friends (Thuenpa Puenzhi), a Bhutanese symbol of friendship and harmony. With each brushstroke, she not only brings her painting to life but also carves out a promising future for herself.
Janki’s journey has been one of resilience. As her hearing deteriorated over the years, communication became increasingly difficult. However, enrolling at Wangsel Institute at 22 changed her trajectory. There, she learned Bhutanese Sign Language (BSL) and discovered her passion for painting. Today, she is one of the institute’s top painting students and envisions an independent future through her art.
“I see myself painting for the rest of my life. Painting will support my livelihood,” she says confidently.
A Haven for Vocational Learning
Wangsel Institute, home to 115 students, plays a crucial role in providing specialized education for Deaf students. It offers a blend of academics and vocational training, equipping students with essential life skills. While academics help them communicate through writing, vocational skills open doors to career opportunities.
The institute offers Bhutan Qualification Framework Certificate (BQFC) II courses, similar to those at the Zorig Chusum Institutes. Students can choose from a range of vocational disciplines, including painting, carpentry, tailoring, and wood carving. A recent addition is yathra and pangtha weaving, a traditional craft taught using handlooms.
The structured educational model ensures a gradual introduction to vocational skills. Pre-vocational training begins in early grades with students in classes VII and VIII attending one period of vocational training daily. By classes IX and X, vocational courses increase to four periods a day, alongside academic studies. Students in classes XI and XII can opt for full-time vocational training or continue with academics—though currently, only two students in class XI are pursuing academics, and none in class XII.
Despite its efforts, the institute faces challenges. Principal Dechen Tshering highlights the difficulties Deaf students face in academics due to limitations in BSL. “If it takes five minutes to teach a concept to hearing students, it takes an hour to convey the same message to Deaf students,” he explains.
This is why Wangsel Institute prioritizes vocational training—an area where many Deaf students excel. However, the school’s ability to expand and enhance its training programs is constrained by funding issues.
Seeking Better Support
Currently, Wangsel Institute operates under the Ministry of Education and Skills Development (MoESD), alongside general schools. This limits its access to specialized resources needed for Deaf education. The institute has been advocating for its transfer to the Department of Workforce Planning and Skills Development (DWPSD), which oversees Technical and Vocational Education and Training (TVET) programs in Bhutan.
“Despite catering to Deaf students, the institute receives funding like a general school, making it difficult to meet specific needs,” Dechen Tshering says. “If registered under DWPSD, we could access the necessary support.”
To bridge financial gaps, Wangsel Institute generates revenue by selling student-made products, including artwork and furniture. The proceeds are reinvested to improve facilities and resources for students.
A Workshop of Opportunities
One of the institute’s major milestones this year was the inauguration of a new furniture workshop, funded by the Asian Development Bank. Replacing a temporary shed that had been in use since 2018, the modern facility has transformed vocational training for students.
Inside the workshop, young carpenters meticulously shape and assemble Bhutanese tables, collaborating with wood carvers who add intricate designs, and painters who bring the final pieces to life. Orders for their handmade products continue to grow, affirming the potential of vocational training.
Chador Gyeltshen, a student specializing in wood carving, is optimistic about his future in carpentry. He recalls his on-the-job training at the Royal Academy, where he relied on writing to communicate.
“I used to feel frustrated because I couldn’t express myself,” he shares. “But here at Wangsel Institute, we’re learning not just skills but also how to communicate. Now, I see a future.”
For students like Janki and Chador, Wangsel Institute is more than a school—it is a gateway to independence, confidence, and self-sufficiency. As they carve, paint, and weave their way toward a brighter future, their journeys underscore the importance of inclusive education and the transformative power of vocational training.
