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Challenges facing school education in exile Tibetan community

Challenges facing school education in exile Tibetan community; what teachers are saying?
In his inaugural speech on the First Tibetan Teachers meeting, Sikyong of the Central Tibetan Administration said—Department of Education (DoE) in the past has arranged a scholarship for Tibetan school children to study in the U.S, where top 20 students from all the Tibetan schools were selected and SAT was conducted. Surprisingly, the highest score of SAT was just 54% against required 90%. He then said—local Indian students admitted in Tibetan schools usually perform better than their Tibetan classmates.


BEP and Vernacularization Why mother-tongue based education?

BEP and Vernacularizatio Why mother-tongue based education? (Kalsang Wangdu)

In 2004, the 'Basic Education Policy for Tibetans in Exile' (BEP) was promulgated by the Tibetan administration in Dharamsala. This has caused a considerable excitement as well as anxiety in various constituencies of the exile Tibetan community. However, most of the discourses in the public domain revolve around the issue of vernacularization of curriculum and instruction, thereby relegating to oblivion more important aspects of the policy. As a result,


BEP Myths debunked

Most of the issues discussed in exile community, be it in media or any public forum, are political in nature. Discussions on education-related issues are rare, if not nonexistent. While we find popular Tibetan websites and journals flooded with articles on situation inside Tibet and exile Tibetan polity, how often do we get to read about the problems and challenges that we face in the field of education today? For instance, no matter how naive, most Tibetans are cognizant of Middle Way Policy and the fact that it is the official standpoint of the Central Tibetan Administration (CTA); but how many of us are aware of CTA's Basic Education Policy (BEP) and its salient features?