July 3, 2025
THIMPHU – Despite growing efforts to promote inclusive education in Bhutan, students with disabilities continue to face major barriers in pursuing higher education after Class XII.
A lack of essential support services in colleges and universities such as trained sign language interpreters, note-takers, deaf support officers, and counsellors proficient in Bhutanese Sign Language (BSL)—means that many students with disabilities, particularly those who are deaf or blind, are effectively excluded from continuing their studies.
The Wangsel Institute’s principal, Dechen Tshering expressed deep concern over the issue.
“It’s disheartening to see our graduates, who have worked hard and completed their schooling, end up in manual labour jobs. There is simply no path for them after Class XII,” he said.
Since its inception, the Wangsel Institute has recorded only three dropouts between 2016 and 2024. Of the students who completed the academic stream, nine graduated—eight are now BSL teachers, and one pursued vocational training.
In the Technical and Vocational Education and Training (TVET) stream, 18 students have graduated. Currently, nine of them are gaining work experience at the institute’s newly established incubation centre, designed to equip them with skills for future employment.
“This is our first batch in the incubation centre. We need at least one or two years to track their long-term job status,” said the principal. “But in the past, many deaf students have struggled to keep jobs because of communication barriers and a lack of inclusive workplaces.”
Tracking TVET graduates remains a challenge. Many frequently change jobs or shift to informal employment.
Experts say the more pressing concern lies in the absence of inclusive infrastructure and sustained support in both education and the labour market.
According to the National Health Survey 2023, Bhutan is home to 48,325 persons with disabilities, accounting for 6.8 percent of the total population.
Among them, 2 percent have hearing impairments, 2.4 percent face difficulties with self-care, 2 percent have mobility issues, 1.8 percent experience vision problems, 1.5 percent struggle with thinking or memory, and 0.8 percent face communication challenges.
As more students with disabilities complete secondary school, there is growing consensus that policy must translate into tangible action.
Kuzang N Tshering, executive director of the Ability Bhutan Society, said that Bhutan currently has only two specialised institutions for persons with disabilities.
“We need more specialised institutes to meet the different needs of people with disabilities,” he said, adding that schools with residential facilities tailored to various types of disabilities would promote greater inclusion.
“Disability is also closely linked to poverty,” he said.
The Royal University of Bhutan (RUB) has acknowledged the increasing number of students with disabilities completing secondary education, including from institutions like Wangsel and Khaling Muenseling Institute. RUB has plans to create more inclusive pathways within the higher education system.
In previous years, RUB introduced measures such as Braille-based instruction, alternative learning modules, and modified assessments for students with disabilities.
As part of the 13th Five-Year Plan, the university has launched initiatives to improve infrastructure—such as building ramps and installing elevators—and is exploring ways to utilise IT budgets to develop technology-enabled, flexible learning options.
Officials from RUB said that Samtse College of Education had completed a study assessing the readiness of higher education institutions for inclusive education.
“A key outcome of the project is a Draft Framework for Inclusive Education, along with an online introductory course designed for academic and administrative staff,” an official said. “In March, RUB’s Academic Board approved a semester-long foundational course on inclusive education for university staff, which will be implemented once finalised.”
The proposed framework is expected to serve as a guiding document for developing and delivering targeted support services across RUB campuses.
At present, RUB is also reviewing its admission policy to better accommodate students from institutions such as Wangsel and Khaling.
However, challenges persist. University officials cite limited funding, a shortage of trained professionals, and the lack of comprehensive disability data as major obstacles to designing effective and inclusive policy interventions.
Over the past five years, 23 students with disabilities have been admitted to 11 colleges under RUB. Of them, nine have graduated while 14 are still pursuing their studies.
Experts warn that without meaningful access to education and vocational training, children and youth with disabilities will continue to face poverty and social exclusion.
Many also point to the inadequate implementation of the National Policy for Persons with Disabilities 2019.
“The National Policy for Persons with Disabilities must go beyond paper,” said Principal Dechen Tshering. “It should bring real opportunities in higher education, jobs, and full inclusion in our society.”