In 1959, when an armed rebellion launched by
separatists in the upper echelon of Tibetan ruling class was
crushed, Democratic Reform was launched to uproot feudal
serfdom. Serfs and slaves gained their freedom and were
given farmland and domestic animals. These changes greatly
aroused people's enthusiasm for education. As the existing
schools could no longer meet the growing demand, the
Preparatory Committee for the Founding of the Tibetan
Autonomous Region reopened the public schools suspended in
1957 and worked out the principle to encourage the
development mainly of no-governmental schools while running
public schools and subsidizing those run by the collective.
The Tibetans were encouraged to run schools with funds they
had raised. In 1965, when the Tibetan Autonomous Region was
founded, Tibet boasted 87 public primary schools, and 1,735
non-governmental schools, with 66,781 pupils in total; four
middle schools with enrollment of 1,059; one secondary
teacher's school-the Lhasa Teacher's School; and Tibet's
first institution of higher learning-the Tibetan Nationality
College. Besides, there were nine nurseries and
kindergartens with 700 children. |
2. Flourishing Development of Modern Education(1959-1965)
2003-10-27 17:13