![]() |
![]() ![]() Education <
5.2 Current Activities 5.3 Sector Goals and Priorities< 5.4 Future Programs and Projects 5.4.1 Schools Expansion Progra 5.4.2 Teacher and Academic Development Program 5.4.3 Tibetan Publications Program 5.5 Scientific, Professional and Vocational Education Program 5.6 Budget Summary
On coming into exile one of the highest priorities of His Holiness the Dalai Lama was education for the hundreds of children, many of them orphaned, who had arrived in India, Nepal and Bhutan. Only a successful education system would maintain Tibetan identity, culture and heritage, and also prepare Tibetan children for the challenges posed by new ideas and technology. At the request of His Holiness the Dalai Lama, the Government of India responded generously by setting up the Tibetan Schools Society (renamed the Central Tibetan Schools Administration or CTSA) to manage institutions for the education of Tibetan refugee children. A host of organizations and individuals, both local and international, also provided assistance. The Department of Education (DoE, formerly known as the Council for Tibetan Education) of the Central Tibetan Administration, was established in 1960 to oversee the education and care of Tibetan refugee children. In addition there was a pressing need to set up alternative homes for the many orphans and displaced children where they would be provided with a modern education, while being raised in a family atmosphere which maintained Tibetan religion, culture and traditions. Hence the establishment of the Tibetan Children's Village (TCV) and the Tibetan Homes Foundation (THF).
Currently there are 85 Tibetan schools in India, Nepal and Bhutan with a total enrollment of 27,220 students. Twenty-three of the 85 schools are residential; the remaining 62 are day schools. In addition there are 62 pre-primary schools with 1,997 children. For details see Table 5.1.1. Based on the survey for the second IDP, about 25 percent or 30,000 of the total Tibetan refugee population in India and Nepal were of school-age (5 to 17 years). According to data from the Department of Education there are about 27,000 Tibetan children attending Tibetan schools. However, these enrollment figures include many of the over 4,000 new refugee children who have been admitted to residential schools in the past few years. Thus the enrollment rate of children in Tibetan schools is likely to be almost 80 percent. However, since many children from scattered communities go to non-Tibetan schools, the overall school enrollment rate of Tibetan refugee children will be higher, perhaps in the range of 85 to 90 percent. In 1992-93 the total expenditure on the education sector was about Rs 160 million (see Table 2.3.1.A). This total represents just under half of the total resources of all the central institutions of the Tibetan Refugee Community. By allocating resources in this way the Tibetan Refugee Community, which had a very low literacy rate only 30 years ago, has been able to achieve almost universal literacy among the younger generations. Many students have also been able to go beyond school to study at universities, colleges and vocational training centers. This represents one of the greatest achievements of the Refugee Community, which results from both the dedication and commitment of the Refugee Community to education and the generosity of the Government of India, many donors such as SOS Kinderdorf International, and many individuals. Over the next five years the Tibetan Refugee Community is seeking to give every Tibetan child a school education and to significantly improve the quality of that education, as indicated in the goals established for the Education Sector.
5.2 CURRENT ACTIVITIES The 85 Tibetan schools in India, Nepal and Bhutan can be categorized into three school types which are described below: CTSA schools, DoE schools and autonomous schools, depending on the source of funding and administrative structure. The schools essentially follow the education system of their host countries. For example, Tibetan schools in India follow what is known as the "10+2" pattern of education that is being promoted nationwide as the standard form of school education in India. The twelve years of school education are divided into the following levels: primary (grades 1 to 5), middle (grades 6 to 8), secondary (grades 9 to 10), and senior secondary (grades 11 to 12). In the senior secondary stage three streams of study are available: science, commerce and arts. The school curriculum used in Tibetan schools in India is designed by the Central Board of Secondary Education (CBSE) of the Government of India. Besides taking subjects under the CBSE-approved curriculum, Tibetan students are taught Tibetan language and Tibetan dance and music. The Department of Education of the Central Tibetan Administration and the Tibetan Children's Village publish Tibetan language textbooks for all Tibetan schools. Among the various amenities provided for Tibetan students are free textbooks in all subjects throughout their schooling as well as free exercise books and stationary items. In the day schools children are also provided with a midday meal. Emphasis is also given to sports and proper physical development under the guidance of qualified instructors. Besides overseeing the education of 27,220 children in the 85 Tibetan schools, and directly managing 34 of them itself, the Department has a wide variety of other functions to perform for the schools of the CTSA, for its own schools and, to a lesser extent, for the autonomous schools. These functions include recruiting and recommending for appointment of teachers, particularly in Tibetan subjects, to CTSA and DoE schools; selection of Rectors (a post only for Tibetans) for residential CTSA schools; raising funds to set up schools in areas lacking school facilities; running sponsorship programs; arranging training and re-orientation courses for Tibetan teachers; reviewing Tibetan text books and supplying them to all Tibetan schools; and providing scholarships for further education. A registered society called the Tibetan Children's Educational and Welfare Fund has been established within the Department to facilitate schools and receiving both foreign and domestic contributions. 5.2.1 CTSA Schools. There are 30 schools in this category, all of which are based in India. Nine of them are residential schools and the remaining 21 are day schools. The Central Tibetan Schools Administration (CTSA), an autonomous body under the Ministry of Human Resource Development of the Government of India, finances the operation of these schools by subsidizing educational expenditures. The administration of these schools is essentially handled by the CTSA, with some involvement of the CTA through its representatives on the Governing Body and on the Staff Recruiting Committee of the CTSA. Until 1975 the Government of India provided free education to all Tibetan students in the CTSA schools. However, CTSA now charges monthly fees to supplement the school budget, and the Department of Education sponsors those children whose parents are too poor to afford their children's school fees. In addition to this the Department meets the expenditure for providing hostel accommodation in four of the nine residential schools. 5.2.2 DoE Schools. There are 34 schools in this category that are directly funded and administered by the Department of Education. Five of them are residential and the remaining 29 are day schools. Since most of these are primary or middle-level schools, students graduating from these schools have to be transferred to CTSA schools to complete their secondary or senior secondary school education. 5.2.3 Autonomous Schools. There are 21 schools in this category. These schools are funded and administered by private charitable organizations, of which the Tibetan Children's Village (TCV) and the Tibetan Homes Foundation (THF) are the two largest. TCV, based in Dharamsala, was founded in 1960 as a nursery for 51 orphaned and destitute refugee children but is now one of the largest Tibetan school communities. TCV is a full member of SOS Kinderdorf International, Vienna and is a registered charitable (non-profit) institution for the care of orphans, semi-orphans and destitute Tibetan children. Today TCV runs and administers four children's villages, five residential schools, eight day schools, ten pre-primary schools, four vocational training centers, and two youth hostels. These establishments have a total of over 9000 children and 1073 staff and teach up to secondary school with streams in arts, commerce and science. In addition TCV supports a total of 1075 students with scholarships. The Handicraft-cum-Vocational Training Center at TCV, Dharamsala, offers three-year diplomas in various Tibetan handicrafts. The Center is fully self-sufficient through the export of 95 percent of its production. The Tibetan Homes Foundation (THF), based in Mussoorie in U.P., was founded in 1962. It started with three homes for 75 kindergarten children, but now runs 39 homes (including 11 funded by SOS) and a youth hostel for over 1300 children. THF provides education up to senior secondary level with streams in arts, commerce and science, and also runs one vocational training center for 60 trainees in various Tibetan handicrafts. THF also runs a primary school in Rajpur with an enrollment of 122 boarders and 117 day scholars. 5.2.4 Scholarships. The CTSA annually awards 15 scholarships for three-year degree courses and five scholarships for vocational training to Tibetan students graduating from CTSA schools. The DoE, TCV and THF also provide scholarships to deserving Tibetans students for further studies in India and abroad. To help Tibetan students to pursue higher education, the Government of India every year reserves seats for Tibetans in Indian institutions for the following fields of study: engineering (3 seats), medicine (1), pharmacy (1) and printing technology (2). (For more details on further education see Section 5.5 on Scientific, Professional and Vocational Education.) 5.2.5 Cultural Printing Press. The Tibetan Cultural Printing Press was set up by the Department of Education in 1961. The Press is autonomous and its principal duty is to supply the schools in the Refugee Community with Tibetan textbooks through the Department. It also takes on other contract work and prints and publishes Tibetan books and manuscripts.
In the past efforts were directed primarily towards providing basic infrastructure: schools, teachers, hostels, and so on, with the aim of achieving the universal enrollment of Tibetan refugee children in schools. This aim has still not been achieved, especially in the scattered Tibetan communities in remoter areas, so that the School Expansion Program will continue. However, the institutions involved in the Education Sector now hope to give greater priority to improving general academic standards, including in the areas of science and mathematics; developing Tibetan as a medium of instruction; and developing the skilled manpower required for a modern nation in the future. In view of this, the goals of the education sector are: To provide primary education to every Tibetan refugee child, in accordance with the Charter of the Central Tibetan Administration, in order to achieve 100 percent literacy among the younger generations of the Tibetan Refugee Community. To bring up the Community's children as Tibetans, deep rooted in their cultural and national heritage. To increase the use of Tibetan language as the medium of instruction in Tibetan schools. To impart to the Community's children modern scientific and technical education and skills. To provide more opportunities for Tibetans to attend further education, especially in vocational and technical subjects. To look after the physical, mental and spiritual needs of Tibetan children, and to make them responsible, productive and self-reliant members of society. 5.4 FUTURE PROGRAMS AND PROJECTS
5.4.1 PROGRAM 1. SCHOOL EXPANSION PROGRAM 5.4.1.1 Problem and Needs Assessment. Between 1984 and 1993 there was an increase of 58 percent in the enrollment of students in Tibetan schools in India, Nepal and Bhutan (rising from 17,231 to 27,220). School enrollment has been increasing over the years with the establishment of new schools, but the Community has not been able to fulfil the goal of providing uninterrupted Tibetan education to all children in the Refugee Community. Even with almost 80 percent of Tibetan refugee children attending Tibetan schools, the Community is determined to continue the expansion of its schools for the following reasons: - There are currently 2676 children on the waiting list for school admission maintained by the Department of Education. - Many Tibetan refugee children have to attend non-Tibetan schools due to the lack of space in Tibetan schools. - The influx of new refugees from Tibet continues, including many children seeking a Tibetan education denied them in Tibet. Between 1989 and 1993 over 12,000 refugees sought asylum in India; of these about 7500 were under 25 years old. Almost 4500 of the under-25s were admitted to TCV and THF schools before 1993. - Most of the 85 Tibetan refugee schools are primary (53 percent) or middle-level (23 percent) schools, while the 20 secondary and senior secondary schools are overcrowded. Thus students graduating from middle school have to be given greater opportunities to continue their school education. - Some primary-level schools have very low teacher-student ratios (for example 1 to 10), and teachers in such schools could be more effectively utilized by enrolling more students. However, the schools do not have the necessary infrastructure to accommodate more children. - Students from the Refugee Community in Nepal and Bhutan face problems because they are separated from their families and communities when they are forced to pursue secondary and senior secondary education in Tibetan refugee schools in India. - A third of the adult population in the Refugee Settlements leave their homes during winter for sweater business, and they often have to take their children with them due to the lack of hostel accommodation at schools. In view of these observations the Refugee Community continues to seek the expansion of its school system, while recognizing that improving the quality of its educational programs is now equally important. 5.4.1.2 Progress since the first IDP Five of the 17 projects under the Schools Expansion Program in the first IDP have or are being implemented as follows. Paonta School in H.P. is being upgraded and expanded from middle to secondary level. Chauntra School in H.P. and Dekyiling School in U.P. have been upgraded from primary to middle level. The Hostel at the Yongling Creche and Kindergarten in Dharamsala has been completed with a contribution of 20 percent raised from parents and the local community and the remaining 80 percent from donors. And Lower TCV in Dharamsala has been expanded and now provides education to 604 children. In addition TCV has completed the construction of all its new homes at Upper TCV in Dharamsala, except for one. And four of TCV's projects in this Plan have already been started: at Pathlikuhl and Changthang (see below), and at Gopalpur and Bir (see 3A.4.2 in Chapter 3A).
5.4.1.3 Objectives - To provide educational facilities to refugee children who do not receive a school education. - To enable Tibetan children who presently study in non-Tibetan schools to receive their education in Tibetan schools. - To ensure the delivery of uninterrupted educational services to the maximum number of children by increasing the availability of hostel accommodation. 5.4.1.4 Implementation, Monitoring and Evaluation. The Department of Education has a special Project Officer who is responsible for visiting project sites to supervise progress. The Project Officer entrusts the day-to-day supervision of work to the local Tibetan Settlement or Welfare Officer and the Parent-Teacher Association. Technical support for the Department's projects is hired from Indian construction firms. Monitoring and evaluation of projects are based on site visits, progress reports and financial accounts. The Tibetan Children's Village has its own Construction Department, comprising a Project Manager, an architect, two civil engineers, two assistant engineers and five foremen. In addition the Construction Department hires Indian contractors and laborers. The Tibetan Homes Foundation has an Estate and Development Officer, who is responsible for project implementation and supervision. For technical work THF hires Indian contractors. In projects such as the construction of a new hostel students and staff frequently contribute by joining the work-force. The time frame for project funding and implementation is given in the summary budget at the end of the chapter. The timely implementation of projects will of course depend on the availability of the required funding. 5.4.1.5 Human Resource Requirements. Table 5.4.1.5 overleaf lists the human resources required for the implementation of the School Expansion Program (the Table includes those required for TCV's schools at Gopalpur and Bir, for which see 3A.4.2). These human resource requirements will be met through the joint efforts of the Department of Education, TCV and THF. The health workers will be trained by the Department of Health and Delek Hospital. 5.4.1.6 Financial Resources. Rs 96.3 million are required for implementing the School Expansion Program. The costing of each project was reviewed, and for most projects which appeared in the first IDP, the costing has been increased to account for inflation. In addition, with more elaborate planning the budget of the Nomadic-based Cultivation Project has been increased considerably. However, the overall budget for the Program remains similar to that of the first IDP, because a number of projects from the first IDP have been implemented, a few have been excluded in the light of further planning for the education sector, and the large budget for one project (the hostel at Rawangla) corrected. The total budget, however, remains large, and it is possible that the results of the review of the CTA's policy towards hostel accommodation (see 5.4.1.8 below) may allow the budget to further reduced.
Funding for the two projects of TCV, totalling Rs 15.7 million, has already been secured. In addition the Department of Education will raise 31 percent of the cost of its projects through fees and community contributions, and the Tibetan Homes Foundation will fund 4 percent of the cost of its projects from its own resources. This leaves Rs 59.4 million which still need to be raised from donors for the projects of the Department and of THF. The Department of Education has recently raised its fees in India from Rs 180 to Rs 300 a month for full paying borders and to Rs 150 per month for those children who are transferred from local day schools to the residential schools, although this still does not cover the full recurring costs of a border at school, which are estimated to be at least Rs 450. Children from poor families who are sponsored by the Department of Education pay only Rs 45 to 90 a month. The Department of Education charges day scholars only Rs 30 a month for students in primary school, Rs 50 for middle school and Rs 75 for secondary school. Since incomes in the Refugee Community have been rising, the Department of Education is planning to cover more of the recurrent expenditure for schools by further raising its school fees. For poor families the Department seeks to find sponsors, and currently the Department disburses sponsorship funds for around 4500 children at CTSA and DoE schools, which represents over a quarter of all children at such schools. A further 500 children are on the waiting list for sponsorships. In catering for many orphans, poor children and new refugees, TCV and THF rely even more heavily on sponsorships. 5.4.1.7 Implications for Free Tibet Tibetan Refugee Children are the seeds of future Tibet. Their education will be a vital national asset of future free Tibet. The objectives of the School Expansion Program are directly related to the national goals of (a) preserving and promoting Tibetan culture, (b) making all citizens literate, and (c) implementing democratic practices. The more children the Refugee Community educates, the more members of the Community will become literate. A Community of literate people can most effectively implement democratic practices in exile, which will serve as the foundations for a democratic free Tibet. Provision of education to all Tibetan refugee children is also based on the hope that this can help them become economically self-reliant, so that the Community at large will eventually become less dependent on donors. This will also prove valuable for establishing an economically self-reliant Tibet based on sustainable development. 5.4.1.8 Projects under the School Expansion Program There are 17 projects under the School Expansion Program. The projects are listed under the respective project holders. Eight of the ten projects under the Department of Education involve construction of hostels. Since already about half of all children in Tibetan schools are boarders, the CTA and the Department of Education are reviewing the policy on hostels for boarders, taking into consideration the importance of family life in preserving Tibetan culture and values. This review has only just begun and has thus not yet influenced planning for the School Expansion Program.
Project 1. Relocation and Reconstruction of CST, Manali, H.P The Central School for Tibetans (CST), Manali is a major middle-level school financed and administered by the Department of Education. The school provides education to about 300 Tibetan refugee children from the Kullu and Manali area. The school is facing major problems of flooding and uncertain land tenure, that leave it with no other choice than to move from its present location. The budget required for this project over the Plan period is Rs 5,644,000. The capital expenditure for constructing ten classrooms, an office, a staff-room, a kitchen, toilets and a store-room amounts to Rs 5,338,000 and the parents will contribute 4 percent towards these capital costs. The recurring expenditure of Rs 306,000 over five years will be covered through fees and sponsorships. Project 2. Hostel Construction at CST, Manali, H.P After relocating CST, Manali, children at the school will continue to face two problems: their homes are located far from the school, and many of their parents leave the town every winter for sweater business to supplement their income. To address these problems the Department of Education plans to construct hostels on the school site to accommodate 300 children. The budget required for this project over the Plan period is Rs 3,438,000. The capital expenditure is Rs 3,198,000 and the recurring expenditure Rs 120,000 a year. Parents will cover the recurring expenses of the hostel through fees and contributions. Project 3. New School Complex in Gangtok, Sikkim The Department of Education runs a primary school in Gangtok for 195 children. However, classes are held in a rented house for which the Department has to make large rental payments. The Department is therefore planning to establish a new school complex and also upgrade the school to a middle school with hostel accommodation. Completion of this project will enable the school to admit an additional 400 Tibetan refugee children from central and remote regions of Sikkim. The budget required for this project is Rs 13.2 million. The capital expenditure amounts to 12.2 million and the recurring expenditure to Rs 320,000 a year. Parents will cover the recurring expenses through fees and contributions. Project 4. Rawangla School Hostel Construction, Sikkim. Rawangla is in the south of Sikkim where there is a Tibetan refugee population of 5000 scattered across the region. Many families lead a semi-nomadic life or live in remote areas, which makes it extremely difficult for children to attend the present day school run by the CTSA. The Department is therefore planning to construct a hostel for 400 students, which will allow over 600 refugee children to be educated at the school. The land for the project is already available in the Settlement. The budget required for this project is Rs 8.0 million. The capital expenditure is Rs 6.0 million and the recurring expenditure is Rs 500,000 a year, which will be covered through fees and sponsorships. Project 5. Bylakuppe School Hostel Construction, Karnataka. There are two Tibetan Settlements in Bylakuppe in south India with a combined population of about 8500 (excluding the monasteries). Except for the TCV school in Bylakuppe the other six Tibetan schools have no hostel facilities. The Central School for Tibetans (CST), Bylakuppe is the only school which goes up to senior secondary level. The new hostel will accommodate 300 students from grades 9 to 12. The budget required for this project over the Plan period is Rs 3,675,000. The capital expenditure is Rs 3,335,000 and the recurring expenditure is Rs 168,000 a year. The community will contribute 10 percent of the capital costs, and over the five year period gradually cover all the recurring expenses, rising from 20 percent to 100 percent over five years. Project 6. Hostel Construction for CTSA School, Mussoorie, U.P. Mussoorie School in north India is the largest residential school under CTSA with 1020 students studying up to senior secondary level. It is an important school for absorbing students from remote areas and from poor families. The Department of Education is responsible for providing hostel facilities to the increasing number of students being admitted to this school. The existing hostel is old and can accommodate only 500 boarders. A new hostel has to be constructed on a new site for 300 students. The budget required for this project over the Plan period is Rs 4,050,000. The capital expenditure is Rs 3,364,000 and the recurring expenditure is Rs 172,000 a year, which will be covered through fees and sponsorships. Project 7. Choephelling School Hostel Construction Project, Arunachal Pradesh. Choephelling Settlement at Miao is in the far north-east of India. In addition about 1500 Tibetan refugees live in the even remoter town of Tuting, of whom about 200 are school-age Tibetans who do not receive any formal education. Choephelling is the nearest Settlement to Tuting, and the expansion of the existing day school in Choephelling, currently run by the CTSA for 500 students, and the provision of hostel accommodation for about 300 children will provide education to the 200 children from Tuting who cannot easily be sent to existing residential schools which are so far and often inaccessible from Tuting. The Central Tibetan Administration is hoping that the whole Tibetan community in Tuting can eventually be transferred to Miao (see 3B.4.1.C), and this project forms part of that longer term objective. The budget required for the project is Rs 1,192,000. The capital expenditure is Rs 880,000 and the recurring expenditure is Rs 78,000 a year, which will be covered through fees and sponsorships. Project 8. Expansion of Namgyal Boarding School, Nepal. Namgyal Boarding School is a residential primary school for Tibetan refugee children from remote regions of Nepal. To expand its facilities the school will shift to a new site so that it can cater for 600 students with boarding facilities for 300 of them. The budget required for the project is Rs 24.0 million. The capital expenditure is Rs 23.0 million, of which more than 50 percent will be covered by the sale of the existing school property and assets. The recurring expenditure is Rs 200,000 a year, which will be covered from school fees. (The exchange rate used is: 1 Indian Rupee = 1.6 Nepalese Rupees.) Project 9. Upgradation of Namgyal High School, Nepal There are over 2500 Tibetan children attending the 13 different Tibetan schools in Nepal. Namgyal High School is the only Tibetan school in Nepal which goes up to secondary level (grade 10). Students from other Tibetan schools in Nepal join this school for schooling up to grade 10, after which they have to go to schools in India for senior secondary education. With the completion of this project all the Tibetan children currently attending Tibetan schools in Nepal will be able to complete their senior secondary school in Nepal itself. The school expansion is designed for 90 children. The budget required for this project is Rs 3,107,000. The capital expenditure is only Rs 941,000, as the existing infrastructure is already adequate for this expansion and no new construction is required. The recurring expenditure is Rs 433,000 a year, which will as at present be covered through school fees and sponsorships. Project 10. Shree Songtsen Bhrikuti School Bus, Nepal Shree Songtsen Bhrikuti Boarding School is situated in the Kathmandu Valley and has 500 students up to grade 6. These children come from the Valley as well as from remote areas in Nepal. The school currently runs two buses, one owned by the school and the other rented. However, the buses are dangerously overcrowded, and thus many children have to walk long distances to the school. The school proposes to purchase a bus. The budget required for this project over the Plan period is Rs 760,000. The capital expenditure is Rs 664,000 and the recurring expenditure Rs 24,000 a year. The community will contribute 50 percent of the capital expenditure, and the recurring expenditure will be covered by charging fees to school children using the bus.
The future projects of the Tibetan Children's Village (TCV) comprise two groups. The first group addresses the need to provide educational facilities for newly arrived refugees from Tibet who are children or youths aged 25 or below; the second group the need for expansion and additional facilities for TCV schools. The projects aimed at the new refugees have been included in Chapter 3A. Here the two remaining projects to expand and add facilities for TCV schools are included.
Project 12: Children's Hospital Project, Dharamsala Although there are over 3000 children at schools in Dharamsala there are no adequate hospital facilities for these children. TCV in Dharamsala has only a small dispensary built in the early 1960s. The proposed children's hospital will comprise an emergency room, wards and an operating theater, as well as staff quarters and other support facilities. The budget required for this project over the Plan period is Rs 13,882,000 and funding for this has already been secured.
Project 13: Construction of three hew homes There are 800 children on THF's waiting list, and THF in addition admits children who are new refugees from Tibet. The existing homes thus face severe overcrowding. This project will construct three more homes, each accommodating 45 children. The budget required for this project is Rs 5,406,000. The capital expenditure is Rs 5,100,000 and the recurring expenditure is Rs 61,000 a year. The recurring expenditure will be covered through school fees and sponsorships. Project 14: Construction of Hostel for Senior Girls The SOS Youth Hostel for Senior Boys is already functioning and is proving very successful: the grades of boys in the Board Examination at the end of grade 12 have improved as a result. However, senior girls are still scattered over 39 homes, so that it is difficult to provide extra study and mutual discussion time for them. Thus THF plans to set up a separate hostel for 100 senior girls (in grades 10 to 12). The budget required for this project over the Plan period is Rs 3,886,000. The capital expenditure is Rs 3,825,000 and the recurring expenditure is Rs 61,000 a year. The recurring expenditure will be covered through school fees and sponsorships. Project 15: Construction of Staff Quarters The THF school was upgraded from secondary to senior secondary level in 1992-93. Since the teachers recruited to teach grades 11 and 12 do not have adequate housing facilities, THF plans to construct six new family quarters and 12 new single quarters. The project requires capital expenditure of Rs 2.55 million. Rent recovery will amount to Rs 216,000 over five years. Project 16: Construction of a Storage Room and Creche. A new storeroom is needed, as the present storeroom is not only too small but has also developed cracks in the walls and leaks in the roof. In addition the previous creche room for babies of staff members and laborers was destroyed by the earthquake in 1991. The current strength of the creche is 50 children and space is needed to accommodate another 50 children. This project will construct a two-storey building to cater for both these needs. The project requires capital expenditure of Rs 1.0 million. Project 17: Purchase of an Ambulance. The dispensary provides primary health care to the children, elderly and staff members. All serious cases are referred to local experts in Mussoorie or to New Delhi. The distance between the dispensary and Mussoorie is about 4 km, and THF plans to purchase an ambulance for the dispensary to ensure that emergency cases can be given speedy assistance. The cost of an ambulance will be Rs 350,000.
5.4.2.1 Problem and Needs Assessment. Although over 80 percent of the Refugee Community's children are at school and are thus literate, and although much of the basic educational infrastructure for existing schools is now in place, there remains a great need to improve general academic standards, especially in the subject areas of science, technology and mathematics, and of Tibetan language, dance and music. The average teacher-student ratio across all Tibetan refugee schools is good at 1:20. However, - many of the teachers are not fully qualified and are unfamiliar with modern methods of teaching. There is, in particular, a great shortage of qualified teachers in special subjects, such as in science and Tibetan subjects. Thus many posts in CTSA schools, as well as some in other schools, are filled with Indian teachers, and this as well as the lack of qualified Tibetan language teachers is delaying introducing Tibetan medium into the educational system. - new teachers need to be trained as the schools in the Tibetan Refugee Community expand. The School Expansion Program above requires 109 new teachers, most of whom will be recruited from among those teachers trained under the Teacher and Academic Development Program. - the education system is facing difficulties in recruiting and retaining well qualified teachers partly because of the low salaries which teachers earn. This problem is particularly acute for the Department of Education, which cannot pay teachers in the schools it administers as much as teachers earn in the CTSA, autonomous or private schools. Thus many teachers leave the Department's schools to teach in these other schools or to take up other professions altogether. - over the last two years about 250 teachers have emigrated to the United States as part of the resettlement program of 1000 Tibetan refugees. To increase the number of teachers, particularly in specialized subjects, and to improve academic standards in all subjects, there is a need to train more teachers and provide in-service training to existing teachers. In order to encourage Tibetan students to take up specialized teaching jobs special scholarships and courses are required. The schools also need to have the necessary teaching aids and equipment, including computers, to enable them to provide quality education to all their children. 5.4.2.2 Progress since the first IDP The Department of Education organized a two-year degree in Tibetan language teaching at the Institute of Buddhist Dialectics in Dharamsala. The 20 trainees will graduate and be recruited to various Tibetan schools in 1994. A fresh course for 20 to 25 students will also start in 1994. The Department also organized two-week workshops in using Tibetan medium for all the primary teachers from DoE schools in four different regions. The Department also organized a one-year diploma program for 17 dance and music teachers at TIPA in 1992-93, and in-service training for two weeks in 1993 for 20 dance and music teachers from DoE and other Tibetan schools, also at TIPA. Another one-year diploma program for 15 to 20 new dance and music teachers will begin in 1994. CTSA conducts in-service training programs for its teachers at its training center in Mussoorie, to which the Department has also sent some teachers from its own schools. The Department also deputes a special scholar in Tibetan culture and history to the CTSA training center. In addition, at the annual meeting of the heads of CTSA institutions resource persons conduct training in administration and school leadership. The Department of Education has substantially raised salaries for teachers and staff. In 1993 the Department also conducted a survey of some DoE schools to review academic standards. Departmental officers visited eight schools, and questionnaires were returned by over 100 teachers at 16 schools. A number of the projects in this Program arise from their suggestions.
- To train teachers for recruitment in the schools of the Tibetan Refugee Community, including 90 teachers for Tibetan language, 75 for Tibetan dance and music, and 60 for science and mathematics (for the last, see section 5.5). - To upgrade the abilities and skills of existing teachers in Tibetan schools through in-service training. - To provide incentives to teachers in order to attract and retain well-qualified teachers.
Project 2: Tibetan Language Teacher Training Language is the basis of any culture, and ensuring that the children in the Tibetan Refugee Community have a good understanding of their own language is crucial for preserving Tibetan culture. To teach in schools in India, including the schools run by the CTSA, it is necessary to have a recognized degree or certificate, and many Tibetans are not able to pursue a teaching career owing to the absence of degrees offered in Tibetan language studies. To increase the number of Tibetans who can teach Tibetan language the Department of Education is thus establishing a special Tibetan Language and Teacher Training Institute. The construction of the Institute is expected to be completed by the end of 1995 with total funding of Rs 3.2 million (including the cost of the land) from SOS Kinderdorf International, Vienna and other donors. The Department is still seeking funding for the recurring expenditure of a two-year program for training 90 teachers over five years, which amounts to Rs 3.2 million. The syllabus has been designed by the Institute of Buddhist Dialectics and the Department of Education and leads to a qualification which is recognized by the CTSA. Project 3: Tibetan Dance and Music Teacher Training Out of 85 schools in the Tibetan Refugee Community currently only about 50 have teachers for Tibetan dance and music, and some of these teachers do not have adequate training. To provide sufficient and adequately qualified Tibetan dance and music teachers the Department of Education is planning to conduct three one-year programs in Tibetan dance and music for 25 trainees each, who will be available for recruitment in all Tibetan refugee schools. The Department will request the Tibetan Institute of Performing Arts (TIPA) in Dharamsala to conduct this training, as the Institute has the necessary expertise and infrastructure. The recurring expenditure for this project amounts to Rs 1.6 million over the Plan period. Project 4: In-Service Teacher Training. To improve the abilities and skills of existing teachers in Tibetan schools the Department of Education is planning to provide in-service training courses of two to three weeks for at least 20 teachers a year. Courses will include school administration and environmental training for principals and headmasters, refresher courses for teachers in their particular subjects, as well as refresher courses for Montessori teachers, all of which will be available to teachers from all Tibetan schools. The courses will be held at the proposed Tibetan Language and Teacher Training Institute in Dharamsala (see Project 2 above). The recurring expenditure for this project is Rs 166,000 over five years. Project 5: Teacher Salary Enhancement. The current salaries at Department of Education schools ranging from Rs 900 to Rs 2100 are still very low, and a raise will be an effective incentive for attracting more Tibetans to enter and remain in the teaching profession. The Department is planning to raise the salaries of teachers and staff in its schools in India by 10 percent a year over the next five years giving a total salary bill of 19.7 million over five years, or Rs 5.0 million more than the current salaries over the same period. School fees are currently Rs 30 a month for day scholars at primary school, Rs 50 for middle school, and Rs 75 for senior school. The income from these fees cannot cover the recurring expenses of the schools, partly because many of the schools are small and the teacher student ratio is low. Nevertheless he Department will raise school fees so as to cover an increasing share of the salary increments. However, this will still leave a significant short-fall of Rs 2.0 million over five years. The Department has requested the Ministry of Education and Human Resources of the Government of India for funding for this project, but no approval has been received so far, and the Department is also approaching donors for this funding. Project 6: Teacher Education Scholarships. Under this project the Scholarship Committee of TCV will provide scholarships for and recruit 23 trained graduate teachers, 20 primary school teachers (with Teacher Training Certificates) and 10 post-graduate teachers in specific subject fields, especially in science and commerce, over the next four years. Implementation of this project requires funding of Rs 1.2 million, which has already been generated from TCV's own resources. Project 7: Books for School Libraries. Besides basic textbooks most schools do not possess adequate reading materials, such as supplementary readers, story-books, books on science, on the world in general, and so on. This puts the children at a disadvantage as their learning becomes purely textbook based. Lack of funds has been the main constraint as the existing funds have necessarily been earmarked for teacher and staff salaries, basic writing materials and textbooks, and towards supplementing the children's diet. To facilitate and enhance the children's education, the Department of Education plans to raise funds to purchase appropriate reading materials for the libraries of its schools. The Oxford University Press publishes a comprehensive selection of such books specially developed for primary, middle and secondary level schools. They include English supplementary readers, books on various subjects, teaching and learning aids, dictionaries, maps and charts. To purchase such materials for all the 17 Departmental schools in India according to their existing class levels will require a budget of Rs 185,000.
5.4.2.6 Human Resources. The following human resources are required for implementing the Teacher and Academic Development Program, which are in addition to the number of teachers to be trained and recruited under the Program: one Training Coordinator for the Institute, five Trainers, two Dance and Music Instructors, a Caretaker and a Cook. The teachers for the Tibetan Language and Teacher Training Institute will be selected from among well-qualified and experienced teachers currently employed within the educational system of the Tibetan Refugee Community. Trainees for Tibetan language teaching will be selected from among school graduates in Tibetan subjects, newly arrived refugees who have a good command of Tibetan language and existing untrained Tibetan teachers. The dance and music trainers will be hired from the Tibetan Institute of Performing Arts (TIPA). All interested students above Class 8 will be eligible to apply to the one-year training program. 5.4.2.7 Financial Resources. A total budget of Rs 16.1 million is required for implementing the Teacher and Academic Development Program. Twenty percent of this total budget will be contributed by the Department of Education. TCV will meet the costs of Rs 1.2 million for Project 6 from its own resources. 5.4.2.8 Implications for future Free Tibet The system of Tibetan education in exile is both preserving and promoting Tibetan culture among Tibetan refugee children and preparing them to contribute to and prosper in a modern society. To achieve this the training and development of well qualified teachers is critical. These same teachers will be an invaluable asset for future free Tibet as well, in providing Tibetan children with a traditional and modern education to enable them to contribute to the rebuilding, development and progress of Tibet as a free, democratic and modern society.
5.4.3.1 Problem and Needs Analysis. There are currently very few children's publications in the Tibetan language available, which means that many Tibetan refugee children cannot enjoy magazines, stories and so on in their own language. Nor is there a standard English-Tibetan dictionary for use at schools. 5.4.3.2 Progress since the first IDP Twice a year the Department of Education is publishing 5000 copies of the children's magazine Phayul, aimed at children in middle school; the magazine is receiving a good response from readers. Because copies have so far been sold at a subsidized rate there has been some reduction in the capital fund received from a donor for publishing the magazine, but in future the Department plans to sell the magazine at cost price, even if it means reducing the quality of printing. In addition the Cultural Printing Press has finished printing the sacred Tibetan text Kan Gyur, although the Ten Gyur remains to be printed. The cost of printing these texts is covered by the revenue generated from sales.
5.4.3.3 Objectives - To make interesting and entertaining reading material in Tibetan language available to children. 5.4.3.4 Human Resources. The following human resources are required for the Publications Program: one Project Director; three experts in Tibetan language; one expert in English language; one artist; and one technician. 5.4.3.5 Financial Resources. Implementation of the Publication Program requires a total budget of Rs 4.3 million. This is significantly lower than that of the first IDP because the largest project, the printing of the sacred Tibetan texts, has been excluded; this has been partially completed and further work will be covered through sales of the manuscript. Of the total of Rs 4.3 million nearly Rs 2.6 million will be recovered through sales of publications. However, the entire budgeted amount will be needed up front, since sales proceeds will be realized only over a period of time after publication. The sales proceeds will be accumulated and used as a revolving fund for future publication activity. 5.4.3.6 Management. All the projects below are proposed by the Department of Education. The Publication Section at the DoE handles the Department's publications. The Cultural Printing Press is responsible for printing Tibetan textbooks; other publications are usually printed in New Delhi. 5.4.3.7 Implications for Free Tibet The publication of Tibetan language books for Tibetan schools and the use of Tibetan language in schools is undertaken with the conviction that it is of the utmost importance for Tibetan refugee children to maintain their language and culture, which is being systematically destroyed by the Chinese authorities in Tibet. A sound grasp of Tibetan language and culture among all Tibet's children will be vital for sustaining and developing Tibet's unique cultural heritage.
Project 2: Illustrated English-Tibetan Dictionary To facilitate the implementation of the program of primary education in Tibetan language in all Tibetan schools, an illustrated, abridged version of the advanced dictionary will be published. The Dictionary Committee, with the assistance of an artist, will be able to complete this project by the end of 1996. The project will cost Rs 1.0 million, of which 75 percent will be recovered through sales.
Project 3: Publications for Children. a. Gangjong (Children's Magazine). A children's magazine for primary school in simple Tibetan language with colorful illustrations will be published to help increase children's awareness of Tibetan culture, values and way of life. So far there is no Tibetan magazine that is particularly geared to the needs of primary school children. This children's magazine will thus target children between the age of 5 and 12 years. It will be a bi-annual publication with 5000 copies. The magazines will be sold at their cost price, and the funds will be revolved in order to publish and circulate the magazine regularly, thus allowing the magazine to become self-sufficient within a year. This project thus requires Rs 240,000 for the first two issues of the magazine, 75 percent of which will be recovered from sales and will be used as a revolving fund to sustain the magazine in future.
b. Folk Tales for Children. To continue the tradition of story-telling through a broader medium, a book of Tibetan folk-tales will be produced, with an accompanying audio cassette, comprising eight stories. One thousand copies will be produced. The cost of publishing these copies is Rs 180,000. These books will be sold through various schools and 75 percent of the costs will be recovered. c. Children's Story Books. Story books in simple language with illustrations containing both Tibetan and foreign stories will be published to increase children's knowledge of traditional Tibetan life and that of other cultures. A set of three books each containing 40 pages will be published; 10,000 copies of each book will be printed. The publication costs will total Rs 760,000 and by selling the books 75 percent of the costs will be recovered. d. Gesar for Children. Gesar is one of the longest epics in the world. In free Tibet episodes and stories of the epic were told, read and enacted throughout the country. Today its texts are rare among the Refugee Community and at one time it was totally banned in Chinese occupied Tibet. Thus there is an urgent need to revive this ancient tradition. This project will publish a book accompanied by audio-cassettes which will give children an outline of the epic, which will then encourage them to read or listen to the original tales. The publication costs will be Rs 280,000 and by selling the books and cassettes 75 percent of the cost will be recovered.
5.5.1 Problem Analysis. The development of the education system within the Tibetan Refugee Community has focussed very much on schools. Further education and vocational training have received far less attention, which is apparent from the following three statistics: - There are over 75,000 adults in the Refugee Community in South Asia. The survey conducted for the first and second IDP recorded about 1250 names of those with qualifications (certificates, diplomas, BA, MA, PhD and equivalents). This represents only 1.7 percent of the adult population. Even taking into consideration those names that have been missed by the survey, the percentage is unlikely to exceed 2 percent. - According to the IDP survey, in the Settlements only about 7.0 percent of men aged 18 to 25 are currently attending higher education and 3.4 percent of women. - According to the IDP survey there are a little over 2000 youth each year in the age group from 18 to 25 years. There are about 200 scholarships for further education (ranging from certificate courses to higher degrees) available each year for these young people, which means that only about 10 percent of young people have the opportunity to pursue any education or vocational training beyond school. Moreover, the qualifications of those going in for further education have been heavily biased in favor of the arts (see Table 5.5.1.A). Over half of all the qualifications (from certificates to PhDs) covered by the IDP survey were in arts and social sciences, and only 4.1 percent in sciences and 4.8 percent in vocational trades. The remainder were in professions, primarily education, commerce and health. One of the main reasons for this imbalance is simply the number of children graduating from senior secondary school in different streams (see Table 5.5.1.B). Only four out of the ten current senior secondary schools have streams for science and commerce; the remaining six only have a stream for arts. This partly arises from the shortage of teachers in specialized subjects, especially in science. Recently the educational institutions have been seeking to redress this bias towards the arts, but as an analysis of the scholarships awarded by the Department of Education and the Tibetan Children's Village over the last four years makes clear, there is still a long way to go (see the percentage breakdown of scholarships by subject area given in Table 5.5.1.C). Part of the problem also lies with the lack of sound career guidance which would point students towards careers which are both fulfilling and have good chances for employment. At present there is only one career counsellor in the whole Tibetan educational establishment; a further post exists under CTSA, but it has not been possible to fill this post so far. Table 5.5.1.C also contains the percentage breakdown by subject area of qualification of the human resource requirements for the IDP. By comparing this with the equivalent percentage breakdown of the scholarships awarded by Tibetan educational establishments in the past, the divergence between demand and supply is immediately apparent. The dangers of the past bias towards the arts and away from professional and technical skills are apparent from Table 5.5.1.D, which gives the subsequent employment of those covered by the IDP survey with qualifications in arts and social sciences, Tibetan studies, science, education, commerce, health, other professions and trades.
Some of the conclusions to be drawn from Table 5.5.1.D are: - Over half of those holding qualifications in arts are employed in government service or public enterprises. - The rate of those who are unemployed or not working is significantly higher among those holding arts qualifications than for any other subject category; the next highest is among commerce graduates. - It appears that those who are qualified in medicine, education and Tibetan studies have the best job prospects: 90 percent or more of these are working in related jobs (including as teachers) or are still studying (see the sub-total of columns A to C in Table 5.5.C). No cases of unemployment among those with health or educational qualifications were identified. The analysis of those with scientific qualifications is disturbing. Only 58 percent of them are currently directly using their scientific knowledge, either as teachers, in scientific jobs (for example at the Environment and Development Desk of the DIIR) or in further studies. Thirty percent have been absorbed in government service or public enterprises where they are not directly using their scientific knowledge. Over 10 percent have gone in for business, other jobs or have no work. This indicates that there is a shortage of jobs in which science graduates can or are willing to use their science qualifications. 5.5.2 Objectives. In view of the fore-going analysis, the following objectives have been established for the program on scientific, professional and vocational education: - To explore and implement strategies for the improvement of science education in Tibetan schools. -To increase the percentage of scholarships awarded in scientific and technical subjects, as well as modern trades; - To train 60 teachers in science and mathematics for recruitment in Tibetan schools; - To enhance information about job opportunities for science and technical graduates and assist them in locating jobs. - To provide young Tibetans with the necessary vocational skills and career guidance so that they can receive gainful employment in the Tibetan Settlements, in Indian-managed companies or by establishing their own enterprises.
Project 1: Establishment of a Science Cell within the Department of Education. In order to identify the existing drawbacks and deficiencies in science education imparted in Tibetan refugee schools and to develop strategies to overcome them the Department of Education is planning to establish a Science Cell. This Cell will hire three Tibetans trained in science, of whom two should be teachers, and one Indian and one foreign expert in science education, all on a part-time basis. This team will conduct visits to Tibetan schools and suggest strategies to improve school science education, to develop an appropriate science curriculum (including in Tibetan for primary school education), and to organize in-service courses and workshops for science teachers. The Cell will work closely with the CTSA Science Education Officer and the TCV Academic Wing and will be linked to the Academic Section of the Department of Education. The capital costs for equipment will be Rs 250,000 and the recurring costs for three years will be Rs 2 million. Project 2: Scholarships for Science and Math Teacher Education. Of the total of 453 students who appeared for the examinations at the end of Class 12 in 1993 only 76 students were sitting for science subjects. As a result there are also few graduates who can become science teachers and thus encourage future students to take up science subjects. To train sufficient science and mathematics teachers the Department of Education is planning to establish a separate fund for scholarships for higher studies in science and mathematics, in addition to the general scholarship program which cannot cover all eligible students, whether they are applying for science or not. About 400 to 500 science students are expected to complete their school education by 1996, and the Department plans to select 20 of these students a year from 1994 to 1999 from among those who obtain a first division in their final examinations. These students will complete three years of B.Sc. and one year of B.Ed. Of the 100 students selected for these scholarships, 60 will be available for recruitment to Tibetan refugee schools during the Plan period. One of these students will also be given special training to act as a special science counsellor for school children (see Project 3). The yearly scholarship awarded by the Department of Education for higher education is Rs 10,000, and over the Plan period recruiting 20 students a year will cost Rs 3.2 million. Project 3: Career Guidance and Counselling for Tibetan schools. The fact that many students are not willing to take up science and mathematics, or indeed Tibetan language and cultural subjects, partly arises from the lack of adequate career guidance and counselling, which is affecting all school children graduating from Tibetan refugee schools. There is currently only one career counsellor within the educational system who is based at TCV in Dharamsala. The Department of Education is therefore planning to train three educational counsellors (including one specifically for science from among the newly trained science teachers) through scholarships for study either abroad or at Indian universities. Funding for these scholarships will come from the existing scholarship programs for students from the Tibetan Refugee Community. Project 4: TCV Technical School. Unemployment among youth aged 16-25 in the Settlements is as high as 16.9 percent. Every year more young people enter the labor market as unskilled job seekers, many of them weak students or school drop-outs who have no constructive career options and often end up doing petty business, such as sweater-selling on the streets of Indian cities. It is estimated that around 1500 youths are available every year for training among those who drop out of school after class 8, including the new refugee children coming from Tibet. At the same time the need for technical and vocational skills within the Refugee Community is also clear from the human resource requirements of the IDP (see Table 5.5.1.C). Two percent of the human resource needs of the central institutions for their plans over the next five years, and 60 percent of those in the Settlements, are for technical and vocational skills (including many construction related trades). There is already a vocational training school in Pokhara, Nepal established several years ago with the assistance of SOS Kinderdorf International, but its capacity is limited to a total of about 30 students, whereas the number of Tibetan youths who need such training is far greater and nearly all of them are in India. However, the Director of this training school will be hired as the Project Director for the new Technical School. The Technical School will have a capacity of 300 students and 60 staff. Only a school of this size will carry the necessary weight to offer training in a wide range of crafts, which would be accredited by the National Council for Vocational Training (NCVT), which is crucial for being allowed to start one's own enterprise with the full support made available through development programs of the Indian Government. The trades suggested for the School are turner, fitter, welder, sheet-metal worker, auto-mechanic, air-conditioning mechanic, electronic repairer, carpenter, electrician, plumber, tailor, secretary, stenographer, and so on. The formal training will lead to certificates accredited by NCVT, and the courses will therefore follow the curricula of the Industrial Training Institute (ITI) course plans. The informal training will lead to a certificate of attendance issued by the School and will equip the student with specific skills within a very limited area aimed directly at specific employment. The Technical School will require a capital outlay of Rs 64.8 million, which is only about a third of that budgeted for this project in the first IDP. TCV has now reworked its plan for the School on a more modest and manageable scale and will do without the assistance of expensive foreign consultants. The recurring costs of running the School over five years will be Rs 13.3 million. TCV has been able to secure funding for both the capital and recurring costs of this project. For the human resources required for the project see 5.5.4 below.
The Department of Education and TCV have taken the initiative in seeking to improve science education in schools, and TCV is establishing a Technical School for vocational training. In addition to these, there are ongoing efforts by various other Departments of the CTA to impart professional education to Tibetans. Some of these efforts include: - The Supreme Justice Commission plans to provide scholarships to Tibetan school graduates to read law so that they can be recruited as judicial staff (see section 9.2.4). - The Office of the Auditor General has established a program to give scholarships to students pursuing commerce, with a view to recruit them as auditors (see 9.5.5). - The Department of Health has had a long-standing program for giving scholarships to doctors, nurses and pharmacists (see 6.1.4.3). - The Department of Finance seeks individuals with specialized skills in business management (see 4.4.5). - The Department of Home has sponsored individuals for professional education in agriculture and planning. In many of the above cases the scholarships are actually awarded by the Scholarship Committee under the Department of Education, and the Departments who need professionals with a particular background approach the Scholarship Committee to both identify suitable candidates as well as to award them scholarships. The concerned Departments sometimes help raise funds for the scholarships. The Department of Education also provides assistance in the form of liaison with the Ministry of Human Resource Development of the Government of India and with specialized professional institutions in India for the purpose of securing seats for Tibetan candidates. 5.5.4 Human Resources. The projects related to science education in schools will be managed by the newly created cell for science education in the Department of Education. Candidates for science and mathematics teaching will be selected from among school graduates from science streams who have passed with a First Division. Educational counsellors will be selected from among eligible post-graduate students. The TCV Technical School project will require the following staff. A Project Director (the current Director of the vocational training school in Pokhara) and a Construction Manager will be needed from the outset. Later a Principal of the Technical School will take over responsibilities. There will be 15 Instructors and Teachers, as well as a Warden and six staff for the youth home. In addition there will be 10 support staff, including cooks and helpers. The number of Instructors and youth home staff will be increased with the expanded intake of students from the third year onwards. 5.5.5 Financial Resources. The total financial requirements of this Program amount to Rs 83.6 million. Of this total funding of Rs 78.1 million has already been secured to cover all the costs of the Technical School. The remaining Rs 5.4 million for the Science Cell and the Science and Math Scholarships are still being sought from donors. 5.5.6 Implications for Free Tibet. The program for scientific, technical and vocational education is of great importance to the future of Free Tibet. While the Refugee Community has made great strides in ensuring school education for all its children, the bigger challenge is to build a pool of qualified individuals, both men and women, in science, technology, medicine, law, business management and other modern professions. Only such a pool of human resources can build future Tibet into a modern country with material as well institutional capabilities for assuring a reasonable quality of life for its citizens. The vocational education program also ensures that a wide variety of practical skills are available within the Community to undertake construction and building of infrastructure in particular.
5.6 BUDGET SUMMARY The total budget for the Education Sector amounts to Rs 195.2 million over the Plan period. Of this Rs 95.1 million, or 49 percent, have already been secured for the projects planned by TCV. In addition the other project holders will commit Rs 26.7 million, or 14 percent, from their own sources or through fees, sponsorships, scholarships and sales. The remaining Rs 73.4 million is still being sought from donors. For differences in costing from the first IDP see the sections on Financial Resources under each program.
[ Homepage ] [ Govt ] [ Integrated Development Plan ]
|