Chapter 5: Higher Education
5.1 Scholarships for higher educational & training
The scholarships for higher studies provided by DOE, TCV, THF and CTSA is an area of crucial importance for this study. These scholarships are the major source of funding for all higher studies by Tibetan students.
According to the DOE Information booklet 1995/96, an average of 600 students graduate from Tibetan school each year. About 200 of them (33 %) received scholarships for further education ( ranging from certificate courses to higher degrees), through DOE, TCV,THF and other institutions. Currently there are 800 students in India and about 50 students abroad pursuing post school education.
Current information gathered from the scholarships sections of the major organizations - DOE, TCV and THF however, suggest a steep rise in the number of scholarships. During the last three years ( 1995, 1996 and 1997), these three organizations awarded around 1200 scholarships. 512 scholarships were awarded in 1998 which means 85 % of school graduating students were able to avail of scholarships for further studies.
5.2 How Scholarships are awarded
- DOE, Dharamsala
All scholarships offered through the DOE are granted after the consideration, verification and collective decisions of two different committees. First, the DOE Scholarship Committee, chaired by the Education Secretary and comprised of seven other responsible staff members of DOE, handles scholarship awards for studies within India. Second, the High Level Scholarship Committee (HLSC), chaired by the Senior Kalon (representative of the Kashag) and comprised of the Education Minister, the Education Secretary and five other department secretaries, deals with scholarship awards for further studies abroad. The previous community service and excellent academic background of an applicant are frequently the standards for consideration of both the committees.
The DOE also has detailed criteria for award of scholarships for further studies in India - the salient features of which are.
- Candidates who secure above 60% in class XII are eligible to apply for any of the reserved seats for Tibetan students in Indian Universities in subjects such as medicine, civil engineering, mechanical engineering, chemical engineering, computer engineering, electrical engineering, and pharmacy. They are also eligible to apply for a scholarship in other professional and degree courses.
- Candidates who secure above 55 % in class XII are eligible to apply for those reserve degree courses and professional courses where there is a shortage of human resources, such as in Pharmacy, Agriculture , Library science, tourism, and Printing Technology, . They are also eligible to apply for open degree courses in most disciplines except in Arts and Commerce.
- Candidates who have secured a minimum of 50 % at class XII can apply for a scholarship for any reserved seats in diploma courses for Tibetan children, such as diplomas in printing technology, computer technology, chemical technology and diploma in pharmacy. Selected professional courses like Chartered Accountant, LLB, Bachelor in Education, General Nursing, TTC, secretarial course, and hotel management is also open for these candidates.
- The DOE also provides a limited number of class X graduates with scholarships to study skill oriented vocational courses.
- THF, Mussoorie
The award of scholarships for further studies are decided by a Scholarship Committee chaired by the General Secretary. Other members include the headmistress, the head of the sponsorship section, two senior teachers and the scholarship distribution officer.
The THF has set certain criteria for the award of various scholarships:
- For further studies in colleges, a student should have got a minimum of 55 % in any of the three streams at class XII.
- For renewal of college scholarship, it is necessary for students in the Art groups to have a minimum of 45 % in the last exams. For B.Com., B.Sc. and BA (honors), students need a minimum of 40 % in the last exams.
- Students who have secured between 50 - 55 % at the CBSE Class XII exams are considered for 2 years technical and vocational courses.
- Those who have got below 50 % at the CBSE class XII exams are considered for 1 year skill oriented vocational courses.
- TCV, Dharamsala
The scholarship award criteria and general scholarship policies are decided by the TCV Scholarship Policy Committee. The Scholarship Program Officer implements the decisions of the Policy Committee.
Current scholarship criteria for TCV wards are:
- Students securing 55 % or more at class XII are eligible for a scholarship to study for a degree course.
- Students securing 50 % at the graduation level can apply for a post graduate degree.
- Students securing above 40 % at class XII are eligible for scholarships to vocational courses.
- Students securing 40 % at class X have the option to go for +2 or to directly join a vocational course.
- Criteria for award of TCV Merit Scholarships open to all Tibetan students:
- Any student securing above 60 % at class XII can apply for a scholarship for a degree course. Candidates are required to maintain a minimum of 60% for all college years in order for the merit scholarships to continue.
Apart from these main categories, TCV awards post graduate scholarships on and off on a need basis and in future plans to adopt a more selective policy in the award of scholarships with the hope of diversifying the fields of further study. While school education provides the foundations, it is higher and professional education that actually builds the human resources of a nation. Therefore, from a policy angle, the importance of higher education cannot be over emphasized.
5.3 Higher Education and National Human Resource Development
The most authoritative source of information on the above subjects seems to the studies done in connection with the Integrated Development Plan-II 1995-2000 published in May 1994. As such IDP II facts and figures have been quoted quite extensively. However, wherever possible and felt necessary, we have updated the data and even compared it with the IDP II data to reflect changes in trends since May 1994.
Under the heading of Scientific, Professional and Vocational Education Program, the IDP II study states; "The development of the education system within the Tibetan Refugee Community has focused very much on schools". Further education and vocational training have received far less attention, which is apparent from the following statistics.
There are over 75,000 adults in the Refugee Community in South Asia. The survey conducted for the first and second IDP recorded about 1250 names of those with qualifications (certificates, diplomas, BA, MA, Ph.D. and equivalents). This represents only 1.7 percent of the adult population. Even taking into consideration those names that have been missed by the survey, the percentage is unlikely to exceed 2 per cent.
As per census, a little over 2000 youth fall in the age group from 18 to 25 each year. There are around 500 scholarships for further education (ranging from vocational and certificate courses to higher degrees) available each year for these young people, which means that only about 25 per cent get any opportunity for education or vocational training beyond school.
However, the above figures are only a general view of the scenario as closer scrutiny indicate that it includes all young people including a large number who have been in the monasteries since early childhood, the armed services and the self employed. It also includes those who dropped out at the middle school level earlier and those who could not get through their senior secondary examinations successfully and are thus on most cases not eligible for scholarships for higher studies.
5.4 Fields of Study: Current Trends
The fields of further study become a key area of focus realizing its implications in building a pool of human resources needed for national development. The IDP II study found out that, the qualifications of those going in for further education have been heavily biased in favor of the arts. Over half of all the qualifications covered by the IDP survey were in arts and social sciences, and only 4.1 percent in sciences and 4.8 per cent in vocational trades. The remainder were in professions, primarily education, commerce and health.
| Art and Social Sciences |
|
|
51.2 % |
Art and Social Sciences
Tibetan and Buddhist Studies |
587
76 |
45.3%
5.9 % |
| Education |
|
|
17.3 % |
| Legal and Business |
|
|
14.1 % |
Law
Commerce
Secretarial
Others |
13
146
14
9 |
1.0 %
11.3 %
1.1 %
0.7 % |
| Science and Technical |
|
|
12.8 % |
Science
Medical
Computer
Engineering
Agriculture & Veterinary |
53
91
10
6
5 |
4.1 %
7.0 %
0.8 %
0.5 %
0.4 % |
| Vocational |
|
|
4.8 % |
Modern Trades
Traditional Craft |
45
17 |
3.5 %
1.3 % |
|
| Total |
1296 |
100 % |
100 % |
IDP II Table : Percentage breakdown by qualification of 1296 skilled human resources covered by the IDP survey
An effort was made to study current trends in fields of further study chosen by Tibetan students. Based on the scholarships offered by the DOE, TCV and THF, there are currently about 1200 Tibetan students pursuing further studies. These figures do not includes the few students funded by sources other than the three scholarship sources already mentioned. Also, every year there are 20 CTSA scholarships for professional degree and vocational courses.
| Art and Social Sciences |
|
|
29.0 % |
Art and Social Sciences
Tibetan and Buddhist Studies |
271
77 |
22.6 %
6.4% |
|
| Education |
156 |
|
13.0 % |
| Legal and Business |
|
|
28.3 % |
Law
Commerce
Secretarial
Business Adm.
Others |
4
260
34
8
33 |
0.3 %
21.7 %
2.8 %
0.7 %
2.8 % |
| Science and Technical |
|
|
13.8 % |
Science
Medicine
Computer
Engineering
Pharmacy
Nursing
Lab. Technician |
93
7
19
17
9
4 |
7.8 %
0.6 %
1.6 %
1.4 %
0.8 %
1.3 %
0.3 % |
| Vocational |
|
15.9 % |
|
Modern Trades
Traditional Craft |
120
71 |
10.0%
5.9 % |
| Total |
1200 |
100 % |
100% |
Percentage breakdown of fields of further study of 1200 Tibetan students having scholarships for further studies (1995 - 1997).
A comparison of the two tables highlight the following facts:
- The most significant inference is that although there continues to be a bias for Art and Social Sciences, this bias has been reduced significantly from 51.2 % to 29 %.
- Those currently opting for Business Studies have registered a considerable increase of 14.2 % over the IDP figures.
- Vocational Studies is another branch that is steadily increasing. While the IDP II figures had 4.8 % only in the Vocational Stream, currently there are 15.9 % in this field.
Commenting on the causes of the imbalance in pursuing fields of further studies, the IDP II document states, one of the main reasons for this imbalance is simply the number of children graduating from senior secondary schools in different streams. Only four out of the existing current senior secondary schools have streams from science and commerce; the remaining six only have a stream for arts. This partly arises from the shortage of teachers in specialized subjects, especially in science.
Students in Class XII from 1990-1993 (Source IDP II)
| Sex |
Arts |
Science |
Commerce |
Vocational |
Total |
Male
Female |
443
607 |
175
100 |
71
58 |
58
114 |
747
879 |
| Total |
1050 |
275 |
129 |
172 |
1626 |
| Percent |
64.6 % |
16.9 % |
7.9 % |
10.6 % |
100 % |
Students in class XII from 1995 - 1997(Source IDP II)
| Sex |
Arts |
Science |
Commerce |
Vocational |
Total |
Male
Female |
285
355 |
68
51 |
51
50 |
107
121 |
511
577 |
| Total |
640 |
119 |
101 |
228 |
1088 |
| Percent |
58.8 % |
10.9 % |
9.3 % |
21.0 % |
100 % |
From a comparison of the two tables, we can conclude that:
- Here again, there is a decrease in the percentage of students in the Arts stream, although at 58.8 % the bias towards this stream continues to be high.
- Vocational Studies show a significant increase of 10.4 %.
- Although the percentage in the Commerce stream showed a slight increase, the decline in the percentage of science students is an area of concern.
Commenting further on the causes of imbalances in the fields of further studies, the IDP II document states; "Part of the problem also lies with the lack of a sound career guidance which would point students towards careers which are both fulfilling and have good chances for employment".
This cause remains unsolved. From the data on school personnel, there is currently only one career counselor in all the Tibetan schools.
The IDP II document also contains an interesting table which shows the percentage breakdown by subject area of qualification of the human resource requirements for the IDP and a comparison with the equivalent percentage breakdown of the scholarships awarded by Tibetan educational establishments. This table clearly showed the divergence between demand and supply at the time of the study (1994)
A similar table is presented below in which human resource requirement figures remain as projected by IDP but where the percentages of scholarships awarded during 95-97 have also been added. This would enable us to make a comparative study between the two periods ( 1990-1993 and 1995-97) and also give us information on the current position between demand and supply.
| Subject area |
Human Resource |
Requirements for IDP |
Scholarships |
Provided |
| |
Central Institutions |
Settlements |
1990-93 |
1995-97 |
Education
Arts
Science
Administration & Legal |
21 %
9 %
6%
17% |
10%
11% |
11%
32%
12%
9% |
13%
22.6%
7.8%
11.3% |
Agriculture
Construction |
2 %
|
31 %
29% |
3 %
|
6 % |
Business and
Commerce |
17 % |
4 % |
16 % |
22.4 % |
| Medical |
7 % |
3 % |
4 % |
3 % |
Library
Publishing &
Journalism |
2 % |
|
|
|
Tibetan Studies
Tibetan Crafts |
10 %
9% |
12% |
6%
5% |
6.4 %
5.9 % |
| Computer Studies |
|
|
|
1.6% |
| Total % |
100 |
100 |
100 |
100 |
Comparison of Human Resource Requirements for the IDP (1995 -2000) and Scholarships provided from 1990-93 and 1995-1997
* Includes modern trades like stenography
** Includes modern trades related to construction
From the previous two tables, we can see that the divergence between supply and demand ( as envisaged by IDP II) although still prevalent, is much less for the scholarships provided during the last three years. We seem to be moving in the right direction, but we still have some ways to go.
Another interesting study conducted by the IDP was the employment profile of 1120 qualified Tibetans. This study clearly highlights the dangers of the past bias towards the arts and away from professional and technical skills. Some of the important conclusions drawn from this study were:
- Over half of those holding qualifications in arts are employed in government service or public enterprises.
- The rate of those who are unemployed or not working is significantly higher among those holding arts qualifications than for any other subject category; the next highest is among commerce graduates.
- It appears that those who are qualified in medicine, education and Tibetan studies have the best job prospects: 90 per cent or more of these are working in related jobs (including as teachers) or are still studying. No case of unemployment was identified from among those with health or educational qualifications.
- The analysis of those with scientific qualifications is disturbing. Only 58 per cent of them are currently directly using their scientific knowledge, either as teachers, in scientific jobs (for example at the Environment and Development Desk of the Department of Information and International Relations(DIIR), or in further studies. Thirty per cent have been absorbed in government service or public enterprises where they are not directly using their scientific knowledge. Over 10 per cent have gone in for business, other jobs or have no jobs. This indicates that there is a shortage of jobs in which science graduates can or are willing to use their science qualifications.
5.5 Opportunities for Higher studies in India
Post school education is possible in the Indian Universities and a few Tibetan Institutes of Higher Studies. The DOE has been able to obtain a few reserved seats for Tibetan students in degree courses, diploma courses and in regional colleges of education. Besides these reserved seats Tibetan students can study for diploma and degree courses in various Indian Universities where admission is based on merit.
(a) Reserved seats in Degree courses
| S.No. |
Courses |
No.
of Seats |
| 1. |
Medicine (MBBS) |
3 |
| 2. |
Civil Engineering |
2 |
| 3. |
Mechanical Engineering |
1 |
| 4. |
Chemical Engineering |
1 |
| 5. |
Computer Engineering |
1 |
| 6. |
Electrical Engineering |
1 |
| 7. |
Bachelor in Pharmacy |
1 |
(b)Reserve seats in Diploma courses
| S.No. |
Courses |
No.
of Seats |
| 1. |
Printing Technology |
2 |
| 2. |
Computer Technology |
1 |
| 3. |
Chemical Technology |
1 |
| 4. |
Diploma in Pharmacy |
1 |
(c) Reserve seats in Regional Colleges of Education
| S.No. |
Courses |
No.
of Seats |
| 1. |
B.Sc. B.Ed |
4 |
5.6 Opportunities for further studies abroad
Foremost among these opportunities are the USIA Fulbright Scholarships. This program began in 1988 and till May 1997, one hundred and forty Tibetan students had undertaken both degree and non-degree courses in various Universities in the United States. Annually, the DOE announces and coordinates the selection of candidates which are divided into degree ( 10 seats ) and non- degree ( 5 seats) categories.
Since 1991, Berea College, Kentucky, U.S.A. has been granting scholarship to two Tibetan students for four years bachelors degree course every year.
Apart from these two, from time to time various other scholarships were available to Tibetan students to study abroad. The following table gives information about the number of such scholarships available since 1982.
| Country |
Number of
scholarships |
| USA |
187 |
|
Japan |
17 |
|
Mongolia |
7 |
| France |
4 |
|
United Kingdom |
5 |
|
Poland |
4 |
|
Italy |
3 |
|
Denmark |
3 |
| Germany |
3 |
|
Norway |
4 |
|
Hungary |
2 |
|
Taiwan |
4 |
|
Thailand |
4 |
5.7 Tibetan Institutions of Higher Education and Training
The focus of this study is predominantly on school education. As such, only very brief sketches of the Tibetan institutes of higher education are given. However, their inclusion was felt necessary to briefly review what we have achieved thus far in the field of higher education as also to see what avenues of higher studies are available to Tibetan students apart from the Indian Universities and Vocational Institutes.
- Teacher Training Center, TCV, Dharamsala
Established in 1994, much of the infrastructure is already in place. Its aim is to prepare middle school teachers under the Vernacularisation program as also to train/untrain other teachers. Towards this end, it offers a course which includes the study of Child Psychology, General Knowledge, Handicraft and Physical Education apart from methods of teaching Tibetan, English, Science, Social Studies, and Math.
The course duration is for two years and on its successful completion, candidates are awarded a TTC. Currently it enrolls 61 students which includes 46 females and employs 9 instructors.
- Library of Tibetan Works and Archives, Dharamsala
The Library of Tibetan Works and Archives is one of the oldest institutes of Higher Learning established by the Tibetan community in exile. It was established in 1971 with the following main aims:
- to acquire and conserve Tibetan books and manuscripts.
- to provide reading materials for study and consultation
- to publish bibliographies and documentation lists
- to act as a reference center for inquiries on Tibetan source materials
The LTWA also holds some very popular courses in Buddhist Philosophy (two classes a day), apart from two courses in Tibetan language- one for beginners and another more advanced course. These courses are normally for about 91/2 months and the courses are funded by the collection of fees from the students. The LTWA employs a staff of 45 and currently has a total student enrolment of 497.
- Amye Machen Institute, Dharamsala
The Amye Machen Institute was founded by a group of Tibetan scholars in 1992. As an institute of Higher Tibetan Studies, it's main aims are :
- to initiate systematic and scientific studies into the history, culture, society and politics of Tibet.
- to initiate studies into the external cultures, ideologies and nations that have influenced the course of Tibetan history.
- to open up and explore new horizons in Tibetan studies and to focus on subjects that have hitherto received scant attention.
- to go beyond preservation by studying the contemporary trends and the developments in Tibetan art, literature and culture.
The Institute employs 3 directors and 6 other staff.
- Men-Tsee-Khang, Dharamsala
Men-Tsee-Khang (Tibetan Medical and Astrological Institute) was founded in 1961. It aims to preserve the ancient cultural heritage of traditional Tibetan medicine and Tibetan astrology and astronomy.
Towards these ends it conducts courses in Tibetan medicine and Tibetan astrology. Both these courses are for 6 years each ( 5 years of theory plus a year at internship). Medical students are awarded the degree of Menpa Kachupa while astrology students are awarded the degree of Tsepa Kachupa.
Tibetan Medical & Astro. College under Men-Tsee-Khang currently enrolls 59 students, with 19 female students. The Institute has branches all over India and employs over 373 staff members. Although the benefits of the Tibetan medical system has been widely acclaimed, TMAI's main problem centers on the lack of recognition of traditional Tibetan medicine- either by governments or by the UNO.
Students education at Men-Tsee-Khang is funded by sponsorship programs. Its basic infrastructure is adequate in the context of our refugee status.
- Central Institute of Higher Tibetan Studies, Varanasi
Founded in the year 1967 the Central Institute of Higher Tibetan Studies in Varanasi aims to impart courses in higher Tibetan studies. The primary objective of the institute is to preserve the Tibetan culture and traditions as well as to preserve ancient Indian sciences and literature presently preserved in the
Tibetan language which is however lost in the original . Three specific courses namely; Madhyam, Shastri and Acharya are offered by the institute.
The institute is presently fully funded by the government of India.
- Institute of Buddhist Dialectics, Dharamsala
The Institute of Buddhist Dialectic was founded in the year 1973 with the primary aim of preserving and promoting Tibetan Buddhist tradition and literature. It also aims to;
- produce graduates who would become sincere mediators devoting their life to the practice of Buddhism in solitude.
- to produce well qualified teachers in Tibetan Buddhism , language and literature and also produce qualified writers, poets, and translators of Tibetan Buddhist philosophy and religion into other languages.
Various courses which confer diplomas and degrees are awarded and they run from 1 month to 7 years.
- Tibetan Institute of Performing Arts, Dharamsala
The Tibetan Institute of Performing Arts (TIPA) was formed in the year 1959 with the primary objective of preserving and promoting traditional performing arts of Tibet including Tibetan opera/lhamo, folk songs and dances of Tibet and all kinds of Tibetan musical instruments.
- At present, TIPA offers diploma courses for candidates of dance and music teachers. It also offers courses for various levels of artistes.
- A special group of young students are being imparted practical training in Tibetan dance along with regular subjects as per syllabus of TCV schools.
- TIPA undertakes extensive domestic and international tours which helps it promote the rich traditional Tibetan performing arts.
Students at the study room of Library of Tibetan Works & Archives
[ Back ] [ Next ] [ Top ]
