 |
|
|
FOREWORD
No matter what one understands it to mean -philosophies expounded by great thinkers, systematic process of brain-washing or simply learning of the three 'R's, the Tibetans in general have come to view and consider EDUCATION as an important of top national interest. By and large, one would not be too far wrong to say that the Tibetans consider education not just an instrument for the preservation of their identity but also a tool with which to gain their ultimate goal-Independence. Over the years, it has become a topic much discussed at all levels with varying degree of insight and depth. At this stage , however , education for us Tibetans could be perceived as bringing up of our children to be good Tibetan would be aware and proud of their rich cultural and historical heritage and motivated to their own community and the society where they may be living in.
His Holiness the Dalai Lama, when he first appealed to the Government of India for assistance in this important task, the then prime Minister Pandit Jawaharlal Nehru, with foresight and generosity, took special interest and gave specific shape to the education of Tibetan Children in India. This Education system for the Tibetans, within the framework of Indian 10+2+3 system, has no doubt served to meet the aspirations of the Tibetans to a great extent during the first fifteen years or so. But after decades of exposure to the influence and pressure of other cultures and traditions of the society surrounding them, the background of the Tibetan children has changed and will further change. Thus except in the general prescribed subjects, the effectiveness of the present education system in meeting with the aspired needs has diminished. To reshape the present system of education for the Tibetans, though it is essential, it will undoubtedly meet with many obstacles and constraints. However, I am confident that the Government of India will be sympathetic and as always forthcoming in their guidance and assistance.
The need for reshaping of the present system of education for the Tibetans in India is by no means to say that the existing system has not been effective nor that it is completely ineffective even at this stage. Without further elaboration here, this will be clear in the following pages of this publication. Through this booklet we hope to give summary of the movement of Tibetan education in exile and its growth over the years. It is our hope that within the limitation of such a publication as this, we have given an up to date and overall information on the Tibetan educational work in the last 25 years. Though we have been careful with the various figures, it is possible that there may be a few errors which in any case will not affect more than the last the last digit. We take here the opportunity in thanking the Government of India which right from the beginning has been most consistent with its sympathy and generous assistance and also all the donor agencies and individuals who have been assisting us in our work. We are specially grateful to the Dr Herman Gmeiner Foundation for the special consideration and its generous grant. It is an undeniable fact that what has been achieved so far in the field of Tibetan education, it is largely due to the dedication, sincere and hard work of the many teachers, Indians and Tibetans, who have over the years worked uncomplainingly under very difficult situations. To them we dedicate this publication as a token of our humble gratitude.
Sonam Rabten Chazotsang |
|
