Department of Education is one of the seven main departments of the executive organ of the Central Tibetan Administration (CTA) based in Dharamsala, India. It was established in 1960 to look after the educational affairs of the Tibetan administration and community in exile. After coming into exile in 1959, His Holiness the XIV Dalai Lama had given top priority to education and requested the then Indian Prime Minister Pandit Jawaharlal Nehru for establishing separate schools for Tibetan refugee children.

The heart purpose of establishing separate schools for Tibetans in India was for provision of quality modern education and preservation of the Tibetan language and culture at the same time. This idea is commonly referred to as the twin-object of the Tibetan schools in exile and became the heart and soul of the Tibetan education policy. The overall level of success towards that object over the past 51 years has remained remarkably high. The Department of Education currently oversees 73 Tibetan schools – excluding the pre-primary sections and private schools – in India and Nepal under different autonomous administrative bodies. There are around 24,000 students and 2,200 staff members in these schools. The autonomous school administrative bodies include: Central Tibetan Schools Administration (28 schools), Tibetan Children’s Villages (18 schools), Tibetan Homes Foundation (3 schools), Sambhota Tibetan Schools Society (12 schools), and Snow Lion Foundation (12 schools). More information is available at: www.sherig.org

About
Introduction

Department of Education is one of the seven main departments of the executive organ of the Central Tibetan Administration (CTA) based in Dharamsala, India. It was established in 1960 to look after the educational affairs of the Tibetan administration and community in exile. After coming into exile in 1959, His Holiness the XIV Dalai Lama had given top priority to education and requested the then Indian Prime Minister Pandit Jawaharlal Nehru for establishing separate schools for Tibetan refugee children.

The heart purpose of establishing separate schools for Tibetans in India was for provision of quality modern education and preservation of the Tibetan language and culture at the same time. This idea is commonly referred to as the twin-object of the Tibetan schools in exile and became the heart and soul of the Tibetan education policy. The overall level of success towards that object over the past 51 years has remained remarkably high.

The Department of Education currently oversees 73 Tibetan schools – excluding the pre-primary sections and private schools – in India and Nepal under different autonomous administrative bodies. There are around 24,000 students and 2,200 staff members in these schools. The autonomous school administrative bodies include: Central Tibetan Schools Administration (28 schools), Tibetan Children’s Villages (18 schools), Tibetan Homes Foundation (3 schools), Sambhota Tibetan Schools Society (12 schools), and Snow Lion Foundation (12 schools).

Despite miraculous past achievements, a general sense of dissatisfaction and a growing number of new challenges – some of which were of serious nature – began to surface during the last two decades. As a long-term measure against those challenges, the CTA framed a ‘Basic Education Policy’ in 2004 for implementation by the Department of Education and different school bodies.

To this end and for various other purposes related to education and welfare of Tibetan refugee children, the Department of Education performs the following functions:

  • to initiate and monitor necessary changes in teaching methodology in schools,
  • to run teacher education and in-service teacher training programs,
  • to provide policy and administrative direction and guidance to schools,
  • to develop and review school curriculars, textbooks and other materials,
  • to provide guidance and counseling to students, teachers and parents,
  • to raise and provide scholarships for schools and university education,
  • to co-ordinate sponsorship program for orphans and other needy children,
  • to develop, translate and publish children’s books and periodicals,
  • to provide grants to schools and autonomous school bodies,
  • to convene conferences and seminars on education,
  • to recruit students for overseas study programs,
  • to co-ordinate teacher and student exchange programs,
  • to review and evaluate the standard of learning in schools,
  • and to award prizes and certificates to meritorious students and teachers.
Administration

Education is the noble tool that we employ to meet the challenges of the modern world while preserving our unique language, culture and traditions. Our youth of today will be tomorrow’s leaders who will shoulder the responsibility of shaping our future and contribute to our development as a nation.

Since the illegal Chinese occupation of Tibet in 1959, His Holiness the Dalai Lama and over 130,000 Tibetans have fled in search of political, religious, educational and other basic freedoms. Upon arriving into exile, one of His Holiness the Dalai Lama’s highest priorities was and continues to be is providing care and education for Tibetan children, many of whom are orphaned or destitute. He believes that Tibetan youth are the main source of hope for a future free Tibet.

It is this understanding which has guided the Department of Education (DOE) since its inception in 1960. Being one of the seven major departments of the Central Tibetan Administration, (Tibetan Government in exile) Dharamsala, India, and the DOE is the apex body responsible for providing support for the educational and welfare needs of over 16,553 students in 68 Tibetan schools in India and Nepal. Comprised of both residential and day schools, they range from the pre-primary to the senior secondary level. In keeping with the needs of the time and an eye on a future free Tibet we set upon ourselves under the guidance of His Holiness the Dalai Lama, certain objectives and defined the organizational functions that could help us meet those objectives.

Objectives:

  • To oversee the educational needs and welfare of the Tibetan children in exile.
  • To provide free basic education for every Tibetan refugee child in order to achieve 100% literacy among the Tibetan refugee community.
  • To inculcate values of personal integrity and universal responsibility.
  • To develop modern scientific and technical education and skills, while preserving and promoting Tibetan language and culture.
  • To address human resource requirements of the Tibetan community in exile and a future free Tibet.

THE ACCOUNT SECTION

The overall responsibility of this section is to prepare the annual budget of the department after due consultation with the various sections under the administrative section. The other job include maintaining daily accounts, internal audit of CTSA schools under the administration of rector and audit report and other related works.

Traditional Academic Section

Introduction

Traditional Academic Section was set up on 1st November, 2003 in accordance with the resolution passed during the Fourth Tibetan General Education Conference. The main objectives to start this section are to preserve Tibetan language, culture and tradition, improve the teaching-learning of all the subjects taught through Tibetan language, and to enhance the standard of dialectic debate amongst students by organizing dialectic meets. 

Responsibilities of Traditional Academic Section

  1. Conducting workshops on teaching and pedagogy for Tibetan language teachers, Philosophy teachers, Music and Dance teachers, and Pre-primary teachers as per the BEP and implementing programs to improve the standard of Tibetan language for other teachers.
  2. Conducting assessment and survey to analyse the standard of education in Tibetan schools and providing required educational facilities.
  3. Providing recommendation letter for the appointment of Philosophy teachers, Music and Dance teachers and Tibetan language teachers as per the requirement of schools under CTSA. 
  4. Planning and organizing of dialectic meets of Tibetan schools.
  5. Conducting evaluations and interviews for the Non-formal research program.
  6. Planning and conducting Annual Tibetan Essay Writing, Annual Tibetan Calligraphy Writing, Tibetan language Topper Award, Gaden Phodrang Award to improve and encourage the learning of Tibetan language. 
  7. Planning and organizing Class V Common Exams, Leadership Workshop for Class X Students, Tibetan General Education Conference and Parents Conference in collaboration with Modern Academic Section.
  8. Installation of classroom reading corner EGR program.

Modern Academic section

Introduction

Until 1990’s there was no separate sections for Academic and Administration in the DoE and both were under the direct supervision of the Secretary. However, in 1992, as a result of the decentralization process the Administration Section, Education Research and Project Section were formed. Later, in accordance with the resolution passed through the Fourth Tibetan General Education Conference held in 2003, Traditional Academic Section was set up and existing the Academic Section was turned into Modern Academic Section. Hence, two different academic sections as traditional and modern section were created. 

Responsibilities of Modern Academic section. 

  1. Planning and organizing of pre-service and in-service teachers training as required by the schools and implementation of school-based Teachers Professional Development Program.
  2. Providing recommendation letter for appointment of Music & Dance teachers, Philosophy teachers and Tibetan language teachers to CTSA, workshops and trainings, planning new innovative programs, transfer of CTSA schools and work related to CTSA.
  3. Maintaining data related to teachers and students strength, and summary of Class X and XII board exam results.
  4. Observing, supervising and taking care of all the Tibetan schools under STSS, TCV, THF, CTSA, SLF and private schools.
  5. Implementing ICT and STEM programs in the schools to enhance the teaching and learning of Science, Maths, and other subjects.
  6. Organizing of EGR workshops for parents and teachers, and Librarian Empowerment Program and distribution of story books. 

Education Council

Nature and Responsibility of the Education Council

1 The Education Council of Tibetans in exile is the authority in doing research on the educational affairs, planning education system, implementing education policies and giving education related guidance and recommendation to the Central Tibetan Administration (CTA).

2 The Education Council of Tibetans in exile is the supreme authority in granting recognition/affiliation to Tibetan schools under the jurisdiction of CTA, giving and seizing certificates, organizing trainings, implementing projects, monitoring the works and guiding on works related to education.

3 In order to have free, fair and smooth functioning of the education related policies and laws of CTA, as and when the facilities are gradually met, the council with its own administrative office would be made autonomous under the Department of Education (DoE).

Main responsibilities of the Education Council

1 To give guidance and ideas to CTA as per the article 17 of the Charter of the Tibetan in Exile about education and culture, specifically the implementation, improvement and smooth functioning of the fundamental principles of the Basic Education Policy for Tibetans in exile (BEP).

2 In order to bring improvement and smooth functioning of the education and capacity of the Tibetans in exile, the Council will make plans and give ideas and advices to CTA.

3 Offer action plan, review and recommendation to CTA for proper implementation of DoE’s school curricula by Tibetan schools.

4 Set up advisory committee or working committee on the educational affairs of the exile Tibetan schools, which will study, innovate, review and manage the educational projects.

5 Manage the affairs of Tibetan schools in exile by giving official recognition to the school, granting certificates and supervising educational affairs.

Counseling Section:

There was some form of guidance provided to the students and school graduates since 1998 but as time passed, the needs of the students for professional guidance on psychological, academic and career planning increased to manifold which prompted  the Department of Education to recruit a trained professional graduates in guidance and counseling as per the Article 17 (5) of Tibetan Charter. The first counselor was appointed on 1st November 2003. 

In 2010, the Guidance & Counseling cell which was earlier under the Academic Section was made a separate section of the Department of Education. The Guidance & Counseling section has two branch units at Darjeeling and Doeguling Tibetan Settlement, Mundgod respectively. The Guidance & Counseling cell at Doeguling Tibetan Settlement, Mundgod was established on 26th October, 2005 while the one at Darjeeling was set up in 2007 to cater to the psychological, academic and career needs of the students of schools located in and around these two locations. 

In the beginning of 2020, a much needed Comprehensive Guideline on Counseling Program was developed. This section also has an Inclusive Educator trained in Special Education to look after the needs of the specially challenged students and to provide guidance to them.

Main Responsibilities of the Section:

  • To plan & organize professional development workshops/training to the Guidance Counselors of the schools under the Department of Education
  • To provide professional consultation to the School Guidance Counselors from time to time
  • To prepare counseling related project proposals and implement them accordingly
  • To visit schools under CTSA and provide guidance & counseling services
  • To conduct and provide counseling services to the parents in the Tibetan Settlements 
  • To administer and conduct Psychometric Career Aptitude Test to students
  • To upload and update the information on counseling website
  • To provide psychological consultation services to clients who drop in at the office
  • To conduct awareness workshop on Inclusive Education to Stage and Primary Teachers
  • To conduct assessments in schools for early detection of specially challenged students

Terminology Section

In 2006, for the preservation and promotion of Tibetan language, the 13th Kashag (the cabinet of Tibetan secretariat) has emphasized and set up a terminology desk under the supervision and administration of the publication section, Department of Education. The main motive behind this project is to standardize the terms emerging in different fields of study and popularize the new terminologies for common use. Since October, 2016 the desk has been functioning as an independent and separate sections of the department.

 

Functions of the Terminology Section

  1. To search for words for general use or modern terms, translate their definitions and prepare drafts for the High-level Tibetan Terminology Standardizing Committee Meeting held thrice a year.
  2. To give light to the old and extinct terms in the Buddhist text (Kagyur and Tengyur) and make extensive use of them accordingly.
  3. To combine and edit the standardized terms and publish them in the yearly publication “Glossary of Standardized terms”. 
  4. To give outreach awareness talk on the importance of Tibetan terminology and its standardizing process by visiting different Tibetan settlements, schools and institutions.

 

Organizational Functions
  1. Provide administrative guidance in overseeing schools.
  2. Coordinate Sponsorship and Scholarship programs.
  3. Coordinate Scholarship programs.
  4. Create new schools, teacher training centres and institutions while improving existing ones.
  5. Recruit teachers and arranging in-service training for them.
  6. Run an employment and placement bureau.
  7. Undertake research, planning and development.
  8. Review and supplying text books and other required resource materials.
  9. Provide necessary buildings and constructions.
  10. Raise and distribute funds.

 

 

 

FAQs

1.   What are the Department of Education’s primary objectives?2.   When was the Department of Education set up?3.   What does tcewf stand for?4.   Is the Department of Education a registered organization?5.   What are the DoE’s organizational functions?6.   What are the DoE’s activities?7.   How does the DoE’s sponsorship program work?8.   How can one help a child or a group of child?9.   Can I directly contact my sponsored child?10. How can I send contributions; in cash or kind to the Department?11. How does the DoE’s scholarship program work?12. What publications do the DoE have?13. What are the primary objectives of the DoE’s publications?14. How can I receive or subscribe to the DoE’s publications?15. What is the literacy rate of Tibetans in exile?16. Does the Tibetan schools have its own syllabus for children?17. How is Tibetan culture and identity transmitted to the children in   the Tibetan schools?18. How can I contribute towards Tibetan education in the Tibetan 19. community in exile?19. How can I find a particular Tibetan school in India, Nepal or Bhutan?20. How many Tibetan schools are there in exile?21. Can I teach in a Tibetan school as a Volunteer while bearing all expenses?22. How can I contact the DoE?23. How can I contact the developers of this site?24. If I wish to offer free server hosting facility as a gift for this site, who should I contact?25. If I wish to provide my web designing expertise for free, who should I contact?


What are the Department of Education’s primary objectives?

  •     To oversee the educational needs and welfare of the Tibetan children in exile.
  •     To provide primary education for every Tibetan refugee child in order to achieve 100% literacy among the Tibetan refugee community.
  •     To inculcate values of personal integrity and universal responsibility.
  •     To develop modern scientific and technical education and skills, while preserving and promoting Tibetan language and culture.
  •     To address human resource requirements of the Tibetan community in exile and a future free Tibet.

When was the Department of Education set up?The Department of Education was incepted in the year 1960.

What does tcewf stand for?TCEWF stand for Tibetan Children’s Educational and Welfare Fund, which is the registered society of the Department of Education.

Is the Department of Education a registered organization?
Yes, as the Tibetan Children’s Educational and Welfare Fund (tcewf) and under the following:

  •     The societies registration act of 1860.
  •     The Foreign Contribution (Regulation) Act.
  •     The certificate of Importer-Exporter.

Our bankers are:

  •     United Commercial Bank (UCO)
  •     State Bank of India (SBI)

What are the DoE’s organizational functions?To provide our young people with adequate care, appropriate educational foundation and opportunity for higher study, the DOE continually assesses the educational and human resource requirements of our communities in exile. According to these needs, the DOE performs a wide variety of functions. Such functions include but are not limited to the following:

  •     Providing administrative guidance in overseeing schools.
  •     Coordinating Sponsorship and Scholarship programs for higher studies.
  •     Creating new schools, teacher training centers and institutions while improving existing ones.
  •     Recruiting teachers and arranging in-service training for them.
  •     Running an employment and placement bureau.
  •     Continual research, planning and development.
  •     Reviewing and supplying text books and other required resource materials.
  •     Providing necessary buildings and constructions.
  •     Raising and appropriating funds.

What are the DoE’s activities?Sponsorship Program:
The Department of Education firmly believes that every Tibetan child living in exile should be given the opportunity to receive a school education. Although each family is encouraged to pay required school fees, due to various hardships, many of them are unable to afford their child’s education. Our community contributes where it can and the Government of India provides generous assistance through subsidies, but without additional support, some families are unable to secure an education for their children. Therefore, the DOE facilitates finding sponsors for them.

Scholarship Program:
Of the youth that graduate from our schools every year, approximately one-third are provided with scholarships for higher education and vocational courses. Our aspiration is to help provide all students with the chance to pursue advance study, while helping them to gain the necessary human resource skills required by exiled communities and in Tibet when we return.

Educational Research, Planning & Development: Tibetan exile education is a continual process of developing new ways and systems to express and promote our social, cultural and national identity while meeting the challenges of the time. While great strides have been made in providing a school education for every Tibetan refugee child, we aspire to expand existing programs and create new ones in areas of need such as, career planning, adult education, vocational training, and job placement. To continually assess school and community needs, the DOE conducts relevant research as the basis of its planning, curriculum and human resource development. The following are DOE projects whose aims are to broaden and enhance the scope, effectiveness and relevancy of Tibetan education.1.    Tibetan National Education Policy Development,2.    Human Resource Development,3.    Teacher Training Development,4.    Educational Infrastructure,5.    Buildings & Construction & Resource Development.

How does the DoE’s sponsorship program work?Sponsorship Program: The Department of Education firmly believes that every Tibetan child living in exile should be given the opportunity to receive a school education. Although each family is encouraged to pay required school fees, due to various hardships, many of them are unable to afford their child’s education. Our community contributes where it can and the Government of India provides generous assistance through subsidies, but without additional support, some families are unable to secure an education for their children. Therefore, the DOE facilitates finding sponsors for them.
In 1975, the Sponsorship Program was established to enable sympathetic individuals and agencies to assist our school-aged children to attain an education. With this support, the Tibetan education movement has continued to progress with each passing year, for which we are deeply grateful.

Selection: In settlements throughout India, Nepal and Bhutan, the most needy children are selected on the recommendation of the local Tibetan Settlement Office, who is in daily contact with the local community and is responsible for their general welfare. Recommendations, background details and photos of the child are screened for authenticity and are then sent to prospective sponsors.

Provisions Sponsorship enables poor children to attend a residential school, or a day school while awaiting a vacancy in a residential school. Not only does sponsorship funds pay school fees, it also provides the child with adequate food, clothing, school uniform, necessary books and stationery.

How can one help a child or a group of child?The sponsorship selections of children are normally done on the basis of recommendations put forth by the Settlement Officers and Regional Tibetan Freedom Movement Offices. Cases, which are genuine, will remain in the waiting list until the sponsor for a child is found. Your wish to sponsor a child will thus be drawn from this waiting list although you will be initially send a case history of children on this list.

Can I directly contact my sponsored child?Not under our present guidelines. This is primarily to avoid unwanted administrative problems for us and pressure on our sponsors. Do contact us at [email protected] for more details. Please check us out at our sponsorships page for more details.

How can I send contributions; in cash or kind to the Department?Yes, we welcome all contributions whether in cash or kind. We will send an official receipt as promptly as we can and send an implementation report if you so desire.Our Bankers are:

  •     United Commercial Bank, Dharamsala, India
  •     State Bank of India, Dharamsala, India

Also, please check us out at sponsorships page.

How does the DoE’s scholarship program work?All scholarships offered through 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 Cabinet) and comprised of the Education Minister, the Education Secretary and five other Department secretaries, deals with scholarship awards for studies abroad. The previous community service and excellent academic background of an applicant are frequently the standards for consideration of both the Committees.

What publications do the DoE have?Please click here for more detail.

What are the primary objectives of the DoE’s publications?The DoE publications are primarily meant to provide informative illustrative textbooks, storybooks, resource books, dictionaries, magazines etc to meet the ever-increasing high demand for quality publications for Tibetan schools.

How can I receive or subscribe to the DoE’s publications?Contact us at: Secretary,Department of Education,Central Tibetan Administration,Gangchen Kyishong,Dharamsala – 176215
Himachal Pradesh,
INDIA

Tel: 91-01892-22721/22572
Fax: 91-01892-23481
Email: [email protected]

What is the literacy rate of Tibetans in exile?About 82.4 % as per the 2009 Demographic Survey of Tibetans in Exile undertaken by Planning Commission of Central Tibetan Administraiton.

Does the Tibetan schools have its own syllabus for children?The Tibetan schools have their entire Tibetan language Textbook for all grades developed and printed by the Department. For up to class V all non-language textbooks are developed and printed by the Department and its affiliate bodies. For Grades VI onwards the syllabus prescribed by the NCERT for all Indian schools is followed in Tibetan schools based in India while the host nations syllabus is followed in Nepal and Bhutan.

How is Tibetan culture and identity transmitted in the Tibetan schools?The transmission of our rich culture to the younger generation is one of the most important aims of schooling in exile. As such, by far the most important co-curricular activity is the Tibetan cultural activities. Most of the schools have one or more Tibetan dance and drama teachers. All the residential schools have cultural instructors. Inter House and Inter school competitions in Tibetan cultural activities are often the highlight of many school calendars. Some of the activities encouraged in the Tibetan schools:

  •     Special talks on religion and other festivals of Tibet.
  •     Performance of folk items on important occasions.
  •     Debates and quizzes on various aspect of Tibet and Tibetan culture.
  •     Cultural exhibitions.
  •     Cultural exchange programs between different schools.
  •     Tibetan dance and drama competitions.
  •     Tibet: our Country Project.
  •     Observance of all traditional Tibetan festivals.

Over and the above, the Department has introduced Tibetan as a medium of instruction in all the primary schools along with Tibetan textbooks in all these grades.

How can I contribute towards Tibetan education in the Tibetan community in exile?

  •     Through contributions to our various funds.
  •     Through contribution in kind which could include new or used clothing, computer items, toys and books (preferably new). Please send us a mail for more information before you decide to send us anything primarily for queries on customs clearance and postage and handling expenses.
  •     Through voluntary service of extended periods (minimum one year) on numerous projects under various fields though preferably in technical areas like computers and publishing work (especially at the Department).

We also require voluntary trained teachers for our schools but for a minimum period of one academic year. Please refer to point # 23 also.

How can I find a particular Tibetan school in India, Nepal or Bhutan?Please check us out at The schools section for more details.

How many Tibetan schools are there in exile?80 Tibetan schools in India, Nepal and Bhutan. Please check us out at The schools section for more details.

Can I teach in a Tibetan school as a Volunteer while bearing all expenses?Normally not for short duration’s due to administrative difficulties. However, we consider volunteer applicants for teaching English, Science, Math’s, Computers etc. provided they fulfill to the following conditions:

  •     Will agree to volunteer for a minimum period of one whole academic year viz., 1st July to 30th June. (they will get two months break viz.; January and February for schools in higher regions and May and June for schools in lower regions.)
  •     Will bear their own boarding and lodging expenses though some of the residential schools could provide these for free.

How can I contact the Department?You can call us or e-mail us: Tel: 91-01892-22721/22572 
Fax: 91-01892-23481
Email: [email protected]

How can I contact the developers of this site?Check us out at the contact page for more details.

If I wish to offer free server hosting facility as a gift for this site, who should I contact?Please contact the webmaster with your free hosting facility offer.

If I wish to provide my web designing expertise for free, who should I contact?Please contact the webmaster with your free web designing expertise offer.

Who's Who

Kalons:

  • Mr Woser Gyelsten Kundeling (March 4, 1960 – September 1964
  • Mr Tsering Gonpo Jangtsang (September 1964 – July 10, 1966)
  • Mr Jigme Sumtsen Wangpo Taring (January 1968 – May 1973)
  • Mr Thupten Ningee (December 1973 – February 2, 1980)
  • Mr Thupten Namgyal Juchen (August 24, 1980 – January 1985) and (September 1987 – November 1988)
  • Mr Tenzin Geyche Tethong (November 1985- September 1990)
  • Mr Tashi Wangdi (November 1988- May 1990)
  • Mrs Jetsun Pema (May 17, 1990 – July 1993)
  • Mrs Rinchen Khando Choegyal (July 1993 – September 2001)
  • Mr Thupten Lungrig (September 5, 2001 – August 14, 2006) and (October 5, 2006 – May 29, 2011)
  • Kalon Tripa Dr. Lobsang Sangay (September 19, 2011 – September 16, 2014)
  • Mr. Ngodup Tsering (September 17, 2014 – 31 May 2016)
  • Mr Ngodup Tsering ( June 2016 – 31 December 2017)
  • Ven Karma Gelek Yuthok ( 1 January 2018 – 2 April 2018)
  • Dr Pema Yangchen (from 3 April 2018 – Present)

Secretaries:

  • Mr Lobsang T Rikha (1976 – 1982)
  • Mr Rapten Chazotsang (1982 – 1991)
  • Mrs Yangkyi Samkhar (1991 – 1993)
  • Mr Tsering Wangyal (1993 – 1995 and 1999 – 2000)
  • Mr Ngodup Tsering (1991 – 1999)
  • Mr Tsering Dhundup (March 20, 2000 – April 9, 2002)
  • Ven Karma Gelek Yuthok (April 10, 2002 – February 2012)
  • Mr Ngodup Tsering (April 2, 2012 – September 15, 2014)
  • Mr Topgyal Tsering ( 2013 – 3 June 2016)
  • Dr Ngawang Rabgyal ( 2014 – November 2016)
  • Karma Singey (18 May 2017 – 2 September 2020)
  • Jigme Namgyal Namgyalkhang (3 September 2020 – Present)
Contact Us

Mail:

Secretary
Department of Education
Central Tibetan Administration
Dharamshala – 176215, H.P., India

Tel: +91-1892-222572, 222721
Fax: +91-1892-223481
E-mail: [email protected]
Website: www.sherig.org

Programs
Projects

There are three staff under the project section out of which two are permanent staff. This section deals with various donors across the world viz. Institutional donors, organizational donors and individual donors for various educational and infrastructure development projects.

 

Most of the DoE and school projects are channelized through the project section to avoid duplication and to meet the necessary CTA guidelines. This section ensures that all projects are implemented on time and in accordance with its original plan.

 

Key responsibilities of the project section are as follows:

 

  • Design educational and infrastructural development project of schools and raise fund from the potential donors across the world.

 

  • Carryout need assessment of the projects proposed by the schools and make necessary changes wherever necessary.

 

  • Submit proposals to the planning commission for necessary appraisal and approval.

 

  • Communicate periodically with the donors to update about the status of various projects.

 

  • Monitor & evaluate the project activities to make sure that the proposed projects are on track and progressing towards its objective.

 

  • Submit progress and completion report to the donor with detailed financial statement and pictures for transparency and accountability.

 

The Department of Education, CTA has been doing its best to improve the education of Tibetan children in exile from the last many decades, however the financial constraint at our end impedes the development and to realize the objective. Therefore, we would like to urge you to render your kind support to any of the DoE projects listed below. We appreciate partial funding as well.

 

S.No      PROJECT TITTLE NAME OF THE SCHOOL      AMOUNT
1 Staff quarters renovation & construction of two new washrooms        STS Puruwala          202,530 
2 Renovation of staff quarter toilets        STS Dholanji     

         266,223 

3 Ravangla furniture in staff quarters        STS Ravangla          256,650 
4 Computers for lab project        STS Miao    

          936,842   

5 Library enhancement project         STS Miao           265,254 
6 Printer for Office project         STS Miao             14,792 
7 Staff Qtrs renovation (Lower)      Petoen school           209,657 
8 School boundary wall      STS Lobersing           2,787,234 
9 Inverter in 17 staff quarters      STS Kollegal            691,958 
10 Renovation of old existing classrooms into staff quarters     STS Gurupura           520,210 
11 School block painting outside     STS Gurupura           747,368 
12 Math lab repair & teaching aids     STS Gothangaon         114,693 
13 Basket ground renovation     STS Chandragiri         634,211 
14 4 New staff quarters     STS Bylakuppe       5,404,468 
15 L shaped old building renovation    STS Bylakuppe       4,167,660 
16 Roofing for building 1 to 3            Kollegal     1,921,500 
17 Classroom old door and window repair             Kollegal         683,867 
18 Painting of Primary, labs and Senior blocks             Kollegal         615,302 
19 Staff quarters renovation      CVP Bylakuppe       1,907,302 

 

Scholarship Program

Scholarship for Research, Specialized and Professional Education

Introduction

The Department of Education (DoE) of the Central Tibetan Administration (CTA) oversees the education and welfare of the Tibetan refugee students from India, Nepal and Bhutan. 

Every year around 1200 Tibetan students’ complete Senior Secondary education (Class XII) and opts for higher studies in various colleges and universities in India. 

As counselled by His Holiness and also considering the need of professionals in CTA and Tibetan communities, the Department of Education (DoE) has taken the initiative to provide scholarships for students pursuing professional college degrees and research courses. 

The scholarships are mostly awarded on a merit basis, but we also take special consideration for students from low-income families. The program rewards excellent students and supports underprivileged students.  

With a high need for such financial assistance, the DoE is endeavoring to raise fund for such aid from various supporters around the world.

An annual contribution of US $ 1000 per child supports their higher studies. The DoE has also launched a Scholarship Endowment Fund, where an individual, group or an association can make a one-time contribution of US $ 10,000/ towards a scholarship for one Tibetan student to pursue higher education. It is envisaged that the interest accrued from the above-mentioned amount will comfortably provide scholarship for one student for higher studies.

Whenever the Department of Education receives scholarship offer from colleges and universities from India and overseas, an announcement is made through the official website and social media pages. It is also sent to all the Tibetan settlement offices and schools in India, Nepal and Bhutan. 

The DoE scholarship Committee is headed by Education Kalon (Minister)  and this committee is the main decision-making body for all the scholarships program. All the decisions and selections are made as per DoE scholarship rules and regulation.

Domestic Scholarship

Around 1200 Tibetan students complete class XII (Senior Secondary Schools) every year and thereafter opt for higher education in various colleges and universities in India. However, the scholarship sources are limited. The Department of Education is able to provide only around 200 scholarships per year for all types of higher studies. Approximately 450 to 500 applicants turn up for these scholarships.

The DoE Scholarship Committee is the main decision making body of all the scholarship programs undertaken by this department. Every year, the DoE annual scholarship announcement is made in the month of January and February. The scholarship announcement is published widely through official journals, newspapers, bulletin and websites. And it’s also been sent to all the Tibetan settlements and schools spread throughout India, Nepal and Bhutan for complete outreach among the interested applicants.

Overseas Scholarship

Whenever the Department of Education CTA receives scholarship offer from overseas colleges or universities, a formal scholarship announcement is sent to all the concerned Tibetan settlements and schools across India, Nepal & Bhutan and also to the Tibetan media (both print & electronic) for wider publicity upon getting approval from the DoE Scholarship Committee. A deadline is set for the submission of application and a selection test is held at Dharamsala for General Tibetan & English written tests followed by interview.

Until 2010, more than 579 Tibetan candidates had received overseas scholarships for higher studies in abroad such as US, UK, France, Japan, Russia, Germany, Italy, Norway, Denmark, Taiwan, Hungary, Mongolia, Poland, Israel, Thailand, Austria, Netherlands and Republic of Costa Rica.

Overseas Scholarships Awarded (1982 to 2017)

Country

No. of Students

USA

480

Norway

4

Japan

20

Hungary

3

Denmark

11

Israel

3

Mongolia

11

UK

74

Taiwan

14

Poland

6

France

4

Italy

6

Germany

4

Thailand

9

Australia

4

Netherlands

4

Republic of Costa Rica

1

South Korea

1

659

Sponsorship Program

Introduction 

 

Sponsorship Program

The Department of Education of Central Tibetan Administration firmly believes that every Tibetan child living in exile should receive basic education. As highlighted in the Tibetan charter, our ultimate aim is to provide free education up to grade 12.

Sponsoring a Tibetan refugee means helping the poor Tibetan parents enroll their children into Tibetan schools in India and directly help our school administration to provide daily food, tuition fees, school uniforms and most of all text books and stationeries for their basic education.

We assure you that the children who are in the sponsorship programmes are carefully chosen candidates by the settlement officers from the lot of poorest of poor and the most needy member of the society. 
Once in the schools, after a proper individual background study, the sponsorship funds provided by you are allocated and send to the child through various schools. As per rules, each child gets one sponsor and ideally each sponsor would like to commit themselves to assists the selected child unto their high school education.

Our aims & objectives:
1.    Provide universal basic education for all
2.    Instill & imbibe Tibetan culture & identity
3.    Become responsible human based on principle of universal responsibility

As per His Holiness the Dalai Lama’s vision and aspiration, the government of India has established Central Schools for Tibetans (CST) separately to give free education to all the children. However, in 1975 CTSA asked the parents to pay the children’s boarding fees which put a huge financial burden on the vulnerable families. Keeping in view the new development and the importance of education, the DOE established the scholarship program. A program through which sympathetic individuals and agencies can assist in providing free education to our children through their generous fund. 

With the kind and generous support, the number of children in our schools increased with many able to graduate and pursue their college studies. 

Sponsoring a Tibetan refugee child provides free education along with other amenities such as food, tuitions, uniforms, toiletries and books. The children who benefit from the sponsorship program are those deemed most needy as per the background of the family. We accept a donation of US$30 per month per child (one-time donation of US$360) per year. An official receipt, along with an acknowledgement letter and information of the particular child, will be provided upon the receipt of the donation. 

Since its establishment, the sponsorship section has undertaken a myriad of initiatives to improve the education and wellbeing of the children. 

Main functions of the Sponsorship Section are as follow:

  1.  Admission of children from the Tibetan settlements in Nepal, Bhutan and India in Central Schools for Tibetans (CST) after completing their Day Schools from their respective places. We also give admission to the children from Himalayan regions on special grounds. 
  2. Find Sponsors for children, especially those from a poor financial background. Serve as a bridge between the children and the sponsors through letters either directly with sponsor or through organizations.
  3. Looks after the children belonging to destitute families, children of CTA Staff including children of Members of Parliament, Judiciary, Tibetan Army Political leaders (Dapon and Rupon) and the children under the Three and More Child Program.
  4. Send the admission announcement of the schools through settlements offices.
  5. Provide pocket money to the needful children and covers travelling expenses of children hailing from remote places like Tuting in Arunachal Pradesh and Shawara in Nepal to go back home during the vacation.
  6. Provide special admission to orphan and semi orphan children in Tibetan Children’s Village and Tibetan Homes Foundation, Mussoorie based on the recommendation letter from the settlement offices.

 Hundreds of Refugee Children Need Your Assistance


In 1959, following the Chinese invasion of Tibet, over 80,000 Tibetans had to flee their homeland along with His Holiness the Dalai Lama into exile mainly in the neighboring countries of India, Nepal and Bhutan. There are over 150,000 Tibetans living in exile today. The continuous suppression and occupation of Tibet has caused a steady flow of Tibetan refugees even today. Many of these people are in need of immediate humanitarian and rehabilitation aids, let alone have the means to provide education for their children, thus the need for this appeal for your help. Our sojourn in exile may be prolonged as a mutual solution is nowhere in sight. Without proper education and skills, the lives in exile are going to be hard and treacherous. The education is only our hope and it is also our end and means to protect our culture and survive to sustain our freedom moments in exile. Your help is therefore essential and need of the hour.

How can you remain connected with the child you sponsor?   

Each sponsor will receive bi-annual academic reports on the progress of the student along with necessary painting, photographic documentations. We can also facilitate, if any sponsor who would like to communicate directly with the child through letters, email etc. We have observed such communications often help develop inter personal relations and academic development also.  Otherwise we are always available to assist you should you need any particular information and have any special enquiries.

Tibetan education infrastructure & costs: 


With over years of hard works and benevolent leadership, we have today over 76 different schools located all over India & Nepal with over 24,000 enrolled students. And, there are 1693 teachers and 654 staff. Despite all difficulties, serious attempts have been made to build schools in every nook and corner of India & Nepal where Tibetans are living in scattered communities for easy access to this basic need and right. The school administration has to collect grants, donations and sponsorship funds over crores of rupees each year to run these schools.

How is the annual cost for a sponsored Child accounted for? 


As per minimum real cost of living within a school premise, we would like to request every sponsor to donate US$ 30 per month per child (One time annual donation of US$ 360) for providing basic amenities. We have systematic processes to appropriate this fund to achieve measurable impacts expected by every stakeholder. All donations are well accounted for and regularly audited as per the given legal provisions and registered societies rules and regulations. We provide instant receipts and copies of audited reports on asking.

Why must basic education of Tibetan refugees in exile depended on grants, aids, donations? 


Unlike any other national governments, Central Tibetan Administration (CTA) does not have tax based revenue for its developmental activities. As such we have been organizing various fund raising activities and formulating projects through our offices and sections for efficient and successful management and administration of various educational institutions. This child sponsorship programme is one of them. This is regarded as one of the most successful amongst programmes, thanks to your sustain supports and commitment.

Training Program

Teacher Training/Professional Development Programme

TEACHER TRAINING
One of the basic factors, which determine teacher quality, is the standard of teacher training institutes. Many of Tibetan teachers those who were teaching above class VI had to acquire minimum qualification of graduate (B.A/B.Sc) plus Bachelor of Education from recognized institutions.

PGT Tibetan workshop, Sarnath
The Department of Education, Central Tibetan Administration provides various teachers training programmes to meet the requirement of teachers in Tibetan schools. The training programmes are fully sponsored with funding assistance from various NGOs/Governments.

Montessori Teachers Training
Montessori system of education is being followed in the Tibetan schools. The Department of Education, CTA in collaboration with the TCV Montessori Teachers Training Centre, Dharamsala (now shifted to Bangalore) had conducted the Montessori teachers training from time to time on need base.

Primary Teachers Training
With the switch in the medium of instruction at the junior level from English to Tibetan in the mid-nineties, the need was felt to recruit more teachers competent to teach through Tibetan medium. Trainings are being organised in close collaboration with the College of Higher Tibetan Studies, Sarah.Under the implementation of the Basic Education Policy (BEP), more trainings are being conducted for quality recruitment of teachers in the schools. The candidates must possess the minimum of bachelor’s degree to be eligible to receive the teacher’s training course.

Middle School Teachers Training
Middle school teacher’s trainings are being conducted by the DOE in collaboration with Central University of Tibetan Studies (CUTS), Sarnath and College of Higher Tibetan Studies (CHTS), Sarah from time to time. English Teachers Workshop in DelhiDespite the best efforts, the resource of qualified teachers for Tibetan schools in India and Nepal still remains highly insufficient. As an urgent long-term measure towards addressing that problem, the Department of Education has decided to establish a Teachers’ Education Centre at Bhuntar in Kullu District, Himachal Pradesh in 2012 for developing Tibetan teachers. Preparatory works are underway in collaboration with CUTS to provide B.Sc. B.Ed & B.A. B.Ed. 4-year integrated course-a teacher education with strong foundation in Tibetan culture and language.

Music & Dance Teachers Training
All Tibetan schools impart instruction in music and dance as part of preservation and promotion of Tibetan culture. Trained teachers in the field are recruited in the schools. The Department of Education conducts music and dance teachers training programmes on the basis on need assessment in the schools. Intensive trainings are provided in collaboration with the Tibetan Institute of Performing Arts (TIPA), Dharamsala.

Spiritual Teachers Training
Buddhist philosophy and spiritual values are being taught in the schools to inculcate moral and cultural values among the younger generation to become good human beings alongwith academic pursuit. Learned Buddhist monks/nuns are appointed as spiritual teachers in the schools. The Department of Education conducts orientation trainings to them on the functioning of schools and teaching techniques. As of now, all the Tibetan schools from Middle level onward have one such teacher.

PROFESSIONAL DEVELOPMENT PROGRAMS
The professional development programmes for teachers are required from time to time in order keep abreast with the changing technological development in the field of education. Besides, teachers should get a common platform to share and exchange experiences with teachers from other schools. Keeping this in mind, DOE make plans to organise in-service training programmes/workshop especially in the field of Tibetan culture related subjects and language for various categories of teachers viz. Montessori teachers, primary teachers (PRT), trained graduate teachers (TGT), post graduate teachers (PGT), music & dance teachers and spiritual and cultural teachers.

Announcements
Kalon's Message

This era of Information and Communication Technology (ICT) is the treasure of knowledge laying the foundation of news studies in particular and the education as a whole. Technology provides fast and up-to-date access to information with relative ease. It has become an inseparable part of today’s world and the present Tibetan generation has benefitted a lot from ICT to enhance their knowledge and livelihood. Technology is transforming the teaching-learning process and creating a conducive environment in our schools. We must strive hard to keep pace with the changing time as envisioned by His Holiness the Dalai Lama. It is our earnest duty to provide a system of education having traditional Tibetan education as its core and modern education as its essential co-partner and avoid falling into the two extremes. For instance, our youngsters must be taught modern subjects like Science and Mathematics by understanding the nature of dependent origination and non-violence along with warm-heartedness as the essence of living.

Technology should be used constructively to develop oneself and others in conformity to the four aims of giving education, i.e., Freedom, Altruism, Upholding the Heritage and Innovation. Based on these aims of giving education, every student must realise that the aim of education is not merely to seek one’s livelihood but to work for the welfare and betterment of others as well. Our children need to develop and imbibe a sense of responsibility from childhood, so that, they grow up into responsible adults. Since today’s children are tomorrow’s leader and nation builders, while educating their body and the brain/mind, we must not neglect to nurture their heart as well so that they grow up into an intelligent person with a compassionate heart and lead a meaningful life. It is equally important to have a strong conviction and commitment to specialize in any subject or skill you choose based on your aptitude and intelligence. Especially being an exiled community, it is our sole responsibility to produce independent intellectuals who can resolve the Tibet issue and protect our unique culture and identity. 

 

No other language can replace the Tibetan Language when it comes to studying and understanding the Buddhist texts and philosophy. Therefore, Tibetans must learn Tibetan language and encourage others to do the same. Through this, we will be able to understand our culture better, more specifically, the Tibetan Buddhist culture and Philosophy, which has a huge potential to contribute immensely to the whole of humanity. In this regard, the role of the parents become very vital as they are indeed the child’s first teacher and the role model. Remember: your child reflects you as a parent and hence you are responsible for instilling and inculcating good values in a child. More importantly, the practice of or the culture of using pure Tibetan language at home will be very beneficial in enhancing and sustaining a child’s language proficiency developed in the school. When both parents and teachers communicate and work together effectively, children can receive the necessary support to flourish. Hence learning and excelling in the Tibetan language not only benefits the nation and the nationality but greatly benefits oneself personally as well as professionally. As long as we have our language and culture intact, our pride in our race and struggle for the just cause will persevere.

A natural and great affinity towards one’s mother tongue can be instilled by the parents and the teachers alike. However, I feel teachers have a greater role in this regard since further proficiency development in the language skills happen in the schools. They are the most important part of the whole education system, who have the greatest influence on the students. Therefore, having a qualified, inspirational, passionate and compassionate teachers is essential in building a meaningful teaching and learning environment. Those teachers who merely teach the subject matter can neither instil the goodness in the students nor elevate and empower them. Just like the parents, teachers must also be a role model who embrace and practice Higher Order Thinking Skills such as critical thinking and analysis. Teachers must enthuse and challenge all students to be creative and inquisitive and instil a sense of confidence and determination. Teaching being a ‘learning profession’, they must continue to reflect and examine their practice to provide quality teaching and learning experience for each students. Furthermore, they need to create a healthy environment of mutual learning and engage in dialogues centred around professional practice and student learning.

Last but not the least, I strongly feel that raising a child is the collective task of everyone in the society, led by the school community who have the onus to nurture the all-round development of the child’s personality be it physical, mental or emotional. Therefore, the whole school community led by the school heads play a pivotal role in shaping the future of the world in general and our society in particular. Therefore let us all walk together on the footsteps shown by our one and only visionary leader of this life and beyond His Holiness the 14th Dalai Lama. Let us try to materialize the world peace through our transformed mind and non-violence. Let us make every possible effort on individual level towards the realization of the noble aspirations of His Holiness the Dalai Lama, by promoting Tibetan cultural heritage and by reviving Nalanda tradition. 

Dr.Pema Yangchen

Kalon for Education

Scholarship Announcements
All the scholarship Announcements of the Department of Education, Central Tibetan Administration are uploaded in the Departmental website. Those interested in applying for the scholarship are requested to visit www.sherig.org