Symposium on Enhancing Tibetan School Education Begins in Dharamshala. Photo / Tenzin Phende / CTA

Dharamshala: A two-day Symposium on Enhancing Tibetan School Education commenced earlier this morning in Dharamshala at the Hotel Norbu House to deliberate on further developing the quality of the existing Tibetan education system, formulating and strategising for future education-driven initiatives, and nurturing Tibetan students in line with the principles of Basic Education Policy for Tibetans in Exile.

Professor Ven Samdong Rinpoche, the former Kalon Tripa of Central Tibetan Administration (CTA), graced the opening ceremony of the symposium as its chief guest, along with Kalon (Minister) Tharlam Dolma Changra and Secretary Jigme Namgyal Namgyalkhang from the Department of Education (DoE).

The event began with a welcome address from Secretary Jigme Namgyal, who succinctly provided an introduction to the objectives of the Tibetan education system. “Education has been one of the top priorities of His Holiness the 14th Dalai Lama after coming into exile. Recognising its transformative importance, His Holiness emphasised the importance of providing the Tibetan children with traditional and modern quality education because it is the only way to develop a brighter future,” said the Education Secretary and further elaborated on the subsequent establishment of Tibetan schools in exile.

“Today, we have 62 schools in India and Nepal under four different school systems.” For this, the Secretary acknowledged gratitude to all the respective governments and supporters for their assistance in Tibetan education endeavours in exile. “Out of the modest budget of the Central Tibetan Administration, we allocate around 30 per cent for the education of Tibetan children”, which he proudly affirmed that it surpasses the figures of some of the leading nations in the world. However, the Secretary disclosed the presence of a few shortcomings that impede the success of Tibetan education, which aims to foster students with “genuine human intelligence”.  According to him, the objectives also include nurturing responsible Tibetans who are dedicated to advancing the Tibetan cause. He underscored the importance of such conferences in identifying solutions and devising strategies.

Following this, each participant of the symposium introduced themselves before the gathering. The participants consist of Kamala Makunda, Teacher, Centre for Learning, Bangalore; Karma Chungdak, Founding and Former Director, Sambhota Tibetan Schools Society; Krishna Kumar, Former Director, NCERT; Latika Gupta, Assistant Professor, DoE, University of Delhi; Geshe Lhakdor, Director of Library of Tibetan Works and Archives, Dharamshala; Neha Vaidya, Chief Operating Officer, iTeach Schools; Padma M. Sarangapani, Education Professor and Chairperson, CETE, TISS Mumbai; and Tenzin Tsenlek, Former Education Director, Tibetan Children’s Village.

With a brief self-introduction, Education Kalon Tharlam Dolma Changra presented an overview of the DoE and its key responsibilities with a particular spotlight on the undertakings of the CTA’s Education Council and Advisory Committee. The Kalon stated that all the members of this committee had made assessment visits to Tibetan schools beginning from 2019 to understand the ground realities and recognise ways to improve flaws in the system.

The Education Kalon voiced her concerns over two issues that came to the members’ attention after the visits. “One of the biggest concerns is the declining enrolment. In 2012, the strength (of students in Tibetan schools) was 23,684. Now, in 2024, it is 13,035, which declined more than ten thousand,” Kalon stated. Despite the DoE’s intensified efforts in improving Tibetan education standards through various workshops and other initiatives, the problem of this dwindling enrolment arises from three primary reasons: the cessation in the regular number of Tibetans coming from Tibet since 2008, the increase in Tibetans emigrating to west from Tibetan settlements in India, Nepal and Bhutan, and the falling birth rate of the exile Tibetan community. 

The second concern, Kalon Tharlam Dolma said, is the number of Tibetan children with special needs. She revealed that 294 students under this category currently study within the four education systems: TCV, THF, STSS and Snowlion Foundation. 

In his keynote address, Kalon Trisur Ven Samdong Rinpoche shared his profound insights on the Buddhist perspective of education and highlighted the pivotal roles of educators, parents, and school administration in achieving positive academic outcomes. Rinpoche further highlighted the complementary practices of hearing, contemplating, and meditating for dispelling ignorance in students’ minds and awakening their understanding, which he said is the fundamental purpose of education. 

Kalon Trisur Ven Samdong Rinpoche, who has served as Principal at the Central Institute of Higher Tibetan Studies, Varanasi, as well as at the Central School For Tibetans, Dalhousie, remarked, “Merely hearing (information) is like temporarily borrowing someone else’s knowledge. Without deep contemplation, simply hearing something is insufficient. Therefore, it’s crucial to use contemplation to deeply understand what has been heard and ultimately internalise the knowledge through meditation.”

In addition, Rinpoche emphasised the importance of mutual engagement in the educational process, stressing that both teachers and students should view themselves as learners. He highlighted that true learning occurs when both parties actively participate in the process of growth and discovery. In particular, Rinpoche remarked that if students show shortcomings, it is the teacher’s responsibility to address these gaps, inspire curiosity, and ignite a passion for knowledge in the students’ minds, without which, education may become a burden to students.

Finally, Rinpoche stressed the importance of Tibetan Buddhist teachings as a foundation for the immediate and long-term well-being of humans. He implored Tibetan youths to take responsibility for maintaining and propagating Buddhist learning and practice.

Before concluding the inaugural, Additional Secretary Tenzin Dorjee, Head of the Academic Section of the DOE, conveyed a vote of thanks.