Amid the soft hum of focused creativity, 25-year-old Janki Uraon brings to life the Four Friends (Thuenpa Puenzhi), a traditional Bhutanese artwork symbolizing friendship, cooperation, and harmony. Her deft pencil strokes on canvas not only create beautiful art but also tell a story of resilience and transformation.
Janki’s journey to artistic excellence began at Wangsel Institute for the Deaf, where she enrolled at 22 after attending a Special Education Needs school in Tendu, Samtse. Facing progressive hearing loss that made communication increasingly challenging, Janki once stood on the brink of uncertainty. However, learning Bhutanese Sign Language (BSL) at Wangsel unlocked new avenues for expression and connection.
Today, Janki excels as a top-performing student in her painting class, seamlessly communicating with her peers and envisioning a future dedicated to her craft. “I see myself painting for the rest of my life. Painting will support my livelihood,” she shares with confidence.
Wangsel Institute’s mission extends beyond academics, offering Deaf students an adapted curriculum and specialized vocational training tailored to their strengths. The institute currently nurtures 115 students, equipping them with skills in painting, wood carving, carpentry, tailoring, and the newly introduced yathra on pangtha weaving using traditional handlooms.
The educational model at Wangsel begins with pre-vocational courses in the early grades, progressively integrating more intensive vocational training in higher classes. By class XI and XII, students can choose to focus entirely on a vocational trade, provided they meet academic benchmarks. This approach recognizes that many Deaf students excel in hands-on skills, providing them with meaningful career paths.
Principal Dechen Tshering highlights the unique challenges faced by Deaf students in conventional academic settings. “If it takes five minutes to teach a concept to general students, it takes about an hour to convey the same message to Deaf students,” he explains. This disparity underscores the institute’s emphasis on vocational training, where students like Janki and her peers thrive.
Despite its successes, Wangsel Institute grapples with resource limitations under the Ministry of Education and Skills Development (MoESD). The school seeks placement under the Department of Workforce Planning and Skills Development (DWPSD) to access specialized support for Technical and Vocational Education and Training (TVET). “Registering under the DWPSD would enable us to acquire the necessary resources to better serve our students,” Tshering notes.
To sustain its programs, Wangsel sells student-made products, including artwork and furniture. The recent opening of a new one-storey furniture workshop, funded by the Asian Development Bank, marks a significant milestone. Here, carpentry students like Chador Gyeltshen showcase their skills by crafting traditional Bhutanese tables. Orders are brisk, reflecting the high demand for their meticulously carved and painted pieces.
Chador, a wood carving student, reflects on his transformation: “Before, I was frustrated, unable to express myself and communicate with others. But here, at Wangsel Institute, we are learning new skills and communication. We can see our future.” His optimism mirrors that of his peers, who now envision opportunities beyond their villages.
Wangsel Institute stands as a beacon of hope and empowerment for Bhutan’s Deaf community. By blending academic support with robust vocational training, it not only fosters independence but also celebrates the unique talents of its students. As Janki and Chador continue to create and innovate, they embody the institute’s core values of friendship, cooperation, and harmony, painting a brighter future for themselves and their community.
