By Tsering Dhundup
DHARAMHSALA, July 2: Since the Chinese occupation of Tibet in 1959 and the subsequent flight of Tibetan refugees to India, Nepal, and Bhutan, the provision of shelter and education for Tibetan children has been a pressing concern for the Tibetan government in exile. In these circumstances, schools emerge as pivotal institutions, serving as the bedrock for the preservation of Tibetan culture and language, the cultivation of knowledge, and more importantly, nurturing resilience within the community.
Over the next six decades, the Tibetan education setup saw four school institutions rise. The Central Tibetan Schools Administration (CTSA) established in 1961, which is now dissolved and part of the Sambhota Tibetan School Societies, Tibetan Children’s Village (TCV) established in 1960, Sambhota Tibetan Schools Administrations (STSS) established in 1999, and Tibetan Homes Foundations (THF) established in 1963. These autonomous bodies took up the mantle of educating Tibetan youth, collaborating closely with the Department of Education of the Tibetan government in exile, known officially as the Central Tibetan Administration.
However, present challenges cast a shadow over the future. It’s an open secret that Tibetan schools are grappling with a dwindling Tibetan student population. Once vibrant hubs of learning, these institutions now find themselves at a crossroad, contending with declining enrollment and the resultant strain on resources.
Decline of Tibetan students in exile schools
The primary hurdle facing Tibetan schools today is the dwindling number of Tibetan students. The President of the CTA Penpa Tsering reiterated in multiple speeches the challenge of diminishing demography of Tibetan students faced by all the Tibetan schools, citing factors such as the declining influx of Tibetans from Tibet, the low annual birth rate in exile, and increasing migration to the West.
As of April 2024, enrollment figures in various Tibetan schools paint a concerning picture. In North India, STS Shimla, once boasting hundreds of Tibetan refugee students, has a total enrollment of 290 students, with only 32 Tibetans, 42 Himalayan students and 216 Indian students. For the year 2024 admission, only two Tibetan students were enrolled in the school. Sambhota Tibetan School in Mussoorie accommodates 382 students, among whom only 42 are Tibetan, 62 are of Himalayan descent and the rest are Indian students. STS Herbertpur has only 116 Tibetan students and the rest are Indian students out of 310 students in total. In East India, STS Kalimpong has 133 Tibetan students out of 365 students. STS Darjeeling has 119 Tibetan students out of 232 students.
Tibetan Homes School Gohrimafi in Rishikesh has seen a decrease in enrollment, with only 66 students compared to its previous count of 150. Gopalpur School in the Tibetan Children’s Village has also experienced a significant decline in student numbers, dropping from 902 in 2020 to 629 in 2023. STS Dalhousie which used to be a senior secondary school has to close down because of fewer students, Currently, STS Dalhousie operates as a kindergarten and houses only 6 children.
The decline in the number of Tibetan students in North India is also concerning, with an average attendance hovering around a mere 10 per cent of the total strength. This downward trend is pronounced in north-Eastern Tibetan schools also, where the presence of Tibetan students dwindles to only 40 to 50 per cent of the total school students on average.
However, there is a stark difference in South and Central India, where Tibetan schools are experiencing a robust presence due to the cluster Tibetan communities there. STS Mundgod has 80 Tibetan students out of 82. All of STS Mainpat’s total strength of 46 students are Tibetans. STS Bylakuppe has 96 Tibetan students out of 112 students.
The diminishing number of students poses challenges to the functioning of these educational institutions. Several schools have already closed, including STS Poanta Sahib in 2021, STS Dalhousie and recently Lower TCV school in Dharamshala. Some are on the verge of closing like THF Gohrimafi in Rishikesh.
The number of Tibetan students enrolled in CTA-affiliated schools in India and Nepal has declined significantly, especially since 2008. From 2000 to 2023, enrollment fell by 39 per cent, from approximately 25,700 to 15,700. Additionally, from 2016 to 2023, the number of schools directly or indirectly affiliated with the CTA contracted from 71 to 66. To stabilise the student population, Tibetan educational institutions have admitted thousands of non-Tibetans from Himalayan communities that share the Tibetan Buddhist cultural heritage.
Sikyong Penpa Tsering while speaking to Tibetan Youth convention participants on July , 2024 in Dharamshala stated that “The Himalayan regions are developing rapidly, and soon they will establish quality schools within their communities. Once these schools are in place, families are likely to send their children there rather than to Tibetan schools”.
Tsewang Rigzin, former Deputy Director of the Tibet Fund and co-author of the recently published article titled “South Asia’s Tibetan Refugee Community Is Shrinking, Imperiling Its Long-Term Future,” told Phayul that “In my opinion, the most pressing issue facing the Tibetan exile community today is the dwindling enrollment of Tibetan children in Tibetan schools, whether they fall under the Central Tibetan Administration (CTA) or operate independently. This is a significant cause for concern, as the prosperity of the Tibetan exile community hinges on the strength and vitality of its institutions, such as the CTA and various other bodies. The primary workforce that sustains these institutions comprises the children who emerge from these schools”.
Kashag’s vision to streamline the exile educational institutions
The 16th Kashag’s decision to streamline educational institutions reflects a multifaceted approach aimed at enhancing efficiency, coordination, and service delivery within the Tibetan education system. At the core of this vision is the decision to appoint Education Kalon as the Chairman for prominent institutions like Tibetan Children’s Village (TCV), Tibetan Homes Foundation (THF), and Sambhota Tibetan Schools Society (STSS). This decision has sparked both commendation and controversy, highlighting the complexities and challenges involved in restructuring educational governance.
Proponents of the decision argue that establishing uniformity in governance structures across these institutions will increase efficiency and coordination. By standardizing the appointment of the Chairman, the Central Tibetan Administration (CTA) aims to create a more cohesive educational system. Additionally, the emphasis on aligning departmental roles and leadership underscores a commitment to addressing systemic inefficiencies within the education system.
However, critics raise concerns that centralizing the appointment of the Chairman under the Education Kalon may compromise the autonomy and independence historically enjoyed by these educational institutions. These institutions have operated with a degree of autonomy, allowing them to cater to the unique needs of their student populations. Consolidating power in the hands of the Education Kalon raises the risk of stifling innovation and local decision-making processes that have contributed to the success of these institutions in the past.
Speaking to Phayul, Sikyong Penpa Tsering justified the decision to centralize the chairmanship of prominent educational institutions, framing it as a necessary structural change aimed at improving service delivery within the Tibetan education system. “This is not necessarily a consolidation, it’s more of structural change that we are trying to make to the institution….., when the structure is not right then the system becomes faulty. Traditionally the role of the education minister is to take care of all the autonomous institutions”.
Tsering highlights the disparate arrangements within the governance of institutions such as Tibetan Children’s Village (TCV), Tibetan Homes Foundation (THF), and Sambhota Tibetan Schools Society (STSS) as evidence of the need for reform. He points out that while the Education Kalon chaired the board of TCV, the chairmanship of THF was held by the Sikyong.
Meanwhile, STSS exhibited further complexity with two distinct boards; one chaired by the Education Kalon for schools directly managed by Sambhota and another chaired by the bureau representative in Delhi for schools formerly under the Central Tibetan Schools Administration.
This diversity in governance structures, according to Tsering, led to inefficiencies and inconsistencies in decision-making processes, hindering the effective delivery of educational services. By consolidating the chairmanship under the Education Kalon for all these institutions, Tsering claims to have established homogeneity in the governance structure, thereby simplifying decision-making processes and promoting greater coordination and coherence across the educational system. However, it’s crucial to critically assess whether centralization under the Education Kalon truly addresses the underlying challenges faced by these institutions.
While uniformity in governance structure may streamline administrative processes, it also raises concerns over the concentration of power and potential loss of institutional autonomy and issues arising due to consolidation of authority. Moreover, the extent to which this structural change translates into tangible improvements in service delivery remains uncertain and necessitates evaluation based on concrete grassroots assessment.
The idea of integration of schools
During an interview with phayul, Sikyong Penpa Tsering emphasized the need to integrate Tibetan schools to ensure their long-term sustainability aiming to streamline administration, enhance facilities, and optimize resources for students. Tsering acknowledged the complexity of school integration, highlighting concerns such as the dismantling of staff structures or the necessity of providing alternative employment if schools are closed down. He stated “In terms of integration of schools, there are lots of questions on how we have to do it, one of the ideas that I floated was can we do it zone-wise, starting from northeast because northeast doesn’t have Homes schools and TCV school, it’s all Sambhota sets of schools. We have to see how do we ingrate the schools for sustenance of these institutions over the long run and then in Central North including District Sirmour with Tibetan Homes Foundations. In Himachal Pradesh, most of the schools are TCV schools and Ladakh is also TCV. So we have to resolve the issue by talking with each other about how to integrate the schools because integration is not an easy job, there is lots of detachment and if we close down one school the whole staff structure has to be dismantled or provide alternative employment of a golden handshake, the idea is to reduce the administrative cost and increase the facilities to the students.”
Tsering further emphasized the importance of considering statistical data, particularly regarding the declining birth rates and subsequent implications for school enrollment. He stressed the need for strategic planning to address the evolving educational landscape, including the provision of adequate facilities for both students and teachers. “ We have to keep the statistics in mind, there are only about 500 new births in a year, in the years to come we are looking at only about 6000 tibetan children from grade 1 to 12 if we look at the average. Considering these numbers, in the next 5 years who do we manage? How do we organise ourselves? How many higher secondary schools do we need to be able to provide the right education with the right facilities even increasing the facilities for teachers if possible”.
He pointed out that schools like TCV face challenges such as administrative costs rising while student numbers decline. He urged proactive measures, warning of the increasing financial burden associated with delayed integration efforts. Sikyong Tsering advocated for the development of a comprehensive blueprint to guide the integration process over the next five to ten years. “ TCV is seeing a huge challenge with so many schools, the administrative cost is going up and numbers of students are going down, they will have to strategize on how they want to do it or follow a complete structure that the education department and Kashag guides them to do it. The longer it takes to consolidate the schools, it’s going to be more miserable, it’ll cost a lot more drain on the finances. So before that happens, if we can develop a blueprint as to how things might change and what steps we need to take in the next 5 to 10 years for the complete integration of schools.”
Having the same concern as the Sikyong, Tsewang Rigzin, told Phayul “The consolidation of Tibetan schools is a necessary step due to the declining number of Tibetan students. Maintaining a larger number of schools is costly and inefficient if the student population is decreasing. This consolidation is more of a compulsion rather than a choice. In the early days, these schools had to look after and educate a large number of students, which was a challenging task. Nowadays, with fewer students, the focus should shift to improving the quality of education.
“Recent CBSE exam results have shown that Tibetan schools are performing well, but it’s important to remember that passing an exam requires only 33 per cent. If a student aspires to attend a good college, they need to achieve high marks. Therefore, focusing on the quality of education rather than the quantity of students is crucial”.
However, Tsering’s proposal to integrate schools zone-wise encountered technical hurdles, as highlighted by Tsering Dhondup, Director of the Sambhota Tibetan Schools Administration. Dhondup, told Phayul, citing concerns regarding the potential impact on funding: “If schools that are transferred from the Central Tibetan Schools Administration (CTSA) to Sambhota Tibetan Schools Societies, like STS Mussoorie and STS Herbertpur, were transferred to autonomous institutions like the Tibetan Homes Foundation (THF). Such transfers might jeopardize funding from the Indian government, which currently supports these schools. If schools in Himachal were to be looked after by TCV, there would be ramifications for schools like STS Shimla, which currently receives funding from the Indian government”.
Dhondup also shared concerns about whether autonomous institutions would be willing to assume the responsibility of administering these schools. These technical and logistical hurdles underscore the complexity of implementing Tsering’s proposal. He further stated that “there have been two meetings between Sikyong and key stakeholders, including TCV, THF, and STSS, and no substantial decisions have been reached regarding school integration”. The meetings have brought to light the complexity of the issue and the need for careful consideration of technical, administrative, and financial implications.
What lies ahead
In light of the myriad challenges and transformations facing the Tibetan schools in exile, it stands at a pivotal crossroads, demanding thoughtful strategies and decisive actions for its continued existence and sustenance. The journey from the aftermath of the Chinese occupation to the present scenario, characterized by declining enrollment numbers and institutional restructuring, underscores the resilience and adaptability of the Tibetan community in exile.
The dwindling enrollment figures in Tibetan schools, particularly in the northern regions of India, raise urgent concerns about the sustainability of these institutions. Factors such as demographic shifts, migration patterns, and changing birth rates contribute to this complex issue, necessitating comprehensive interventions to reverse the downward trend. The closure of some schools and the impending risk faced by others underscore the gravity of the situation and the imperative for immediate action.
Amidst these challenges, Kashag’s vision to streamline educational institutions represents a bold step towards enhancing efficiency and coordination within the system. The decision to centralize the appointment of Chairpersons under the Education Kalon reflects an ambitious effort to standardize governance structures and promote coherence across educational institutions. While this move holds promise for administrative efficiency, it also sparks debates regarding the potential erosion of institutional autonomy and responsiveness to local needs.
Furthermore, the proposal to integrate schools zone-wise highlights the complexities inherent in such endeavours, ranging from logistical hurdles to financial implications. Despite the recognition of the need for strategic planning and proactive measures, the path forward remains fraught with uncertainties and technical challenges.
In navigating these complexities, it is imperative to adopt a holistic approach that balances the imperatives of standardization with the imperative of preserving the unique identities and needs of individual institutions. Any structural changes must be accompanied by rigorous evaluation and consultation with stakeholders to ensure that they align with the overarching goal of providing quality education to Tibetan children in the exile set up.
One Response
Declining birth rate has direct links to feminist agenda. Scandinavian countries were once touted as paradise of governance and stability, due to increased education for women and dominant academic and media discourse on the idea of strong independent woman and generous child benefit paid to women, hoping women will create even more children due to financial incentives ( but denied to men). Later it was found that these very policies have backfired. After it was presented that woman who don’t stay at home and rear child but leave the child at nursery and go to work herself, social disasters have occurred at immense cost to national interest. Men are afraid of marriage, because they have to pay alimony and child maintaince and preferred one night stands or casual relationships. Women on the other hand said, let it be, and I will focus on career and money. That way , children are not born. Men are afraid of strong independent woman. Many women prefer to be stay at home mom. But that was destroyed by modernism and globalism. Nations which followed feminist ideology and modern education are suffering the most including Europe, Japan, south Korea. Feminism causes gender warfare and culture warfare. Both sides stay apart to stand their ground, waiting for the other side to surrender. But humans are egoistic. So no children are born, for men are afraid that strong educated independent women will deceive them , and use children as pawn for concrete benefits. American presidential candidate Ben Carson wrote a book to hunt that feminism in America was a deep game by China to destroy American families and create argument between families to destroy unity, whilst in their own country, Beijing suppresses feminist ideology and promote harmony and unity between family members. Ben Carson also blames socialist leftwing politics for breakdown of American families. Tibetans can take example of that and avoid mistakes American and our western friends have made to shoot themselves on their own foot due to misguided, untested ideologies. Due to feminist ideologies and wokism, white population in Europe is predicted to become a minority in their own lands whilst masculine and traditional cultures such as Muslims and Arabic or Indian people are procreating like rabbits to gain more power.