According to incomplete statistics, by the end of
1993, the Central Government had invested a total of 1.1
million yuan in Tibetan educational undertakings, sent 6,640
inland teachers to Tibet, and established 67 Tibetan classes
or schools in 25 inland provinces and municipalities
directly under the Central Government, which have natured
more than 10,000 middle-school and technical secondary
school graduates.
The irrefutable facts prove
that Tibet’s remarkable educational achievements,
gained under the hardships of natural and economic
conditions, were inseparable from the solicitude of the
Central Government and the support of the entire
country.
The Third National Conference on Tibet
Work held by the Central Government in 1994 defined the
strategic position of Tibetan education and guideline of
educational reform and development. It called for further
development of Tibetan education with a view to enhancing
the educational level of the Tibetan race and training
personnel so as to ensure economic development so as to
ensure economic development and social progress and
stability, and constantly increase living standards. While
implementing the guidelines set forth at the national
conference, the people’s government earnestly studied
the status quo and formulated the Development Program on
1996-2000 Educational Development in Tibet. Major task set
in the program are as follows:
.Drawing an
additional 100,000 students into the primary and middle
schools;
.Building 1,000 primary and middle
schools;
.Establishing 100 key primary schools,
middle schools and important subjects in colleges and
universities;
.Eradicating illiteracy in
100,000 adults;
.Building 10 vocational
secondary schools;
.Setting up 10 model
counties which combine agriculture and science with
education;
.Training 1,000 headmasters for
primary and middle schools;
.Training 1,000
young classrooms for middle-aged
teachers;
.Selecting 100 teaching models among
young and middle-aged teachers;
.Building 1,000
apartments for teachers;
.Building 1,000
classrooms for moral education; and
.Setting up
100 centers for moral education.
By 2000, Tibet
can realize a three year compulsory education in the
pastoral areas, a six-year compulsory education in
agricultural areas, and a nine-year compulsory education in
major cities and towns. There will be a middle school in
every township, and more than 80 percent of school-age
children will be in classrooms. By then, the number of
middle school students is expected to hit 50,000; and those
primary and middle school graduates not continuing their
study can receive technical training in agriculture and
husbandry. The Tibet Autonomous Regional Vocational
Education Center and professional educational centers at all
levels will be in charge of education for record for formal
study, job training, training of teachers, and research and
consulting on teaching. Tibet will put equal importance on
education for academic record with vocational qualification.
Tibetan schools and classes located in China’s
hinterland will make more efforts on two tasks: sending
eligible students to higher-level institutions, and training
a large number of talented persons for
Tibet.
By 2000, there will be 5,600 students in
Tibetan colleges and universities. The readjustment of
educational structure will make it possible for education to
be more adaptable to Tibet’s economic construction.
Scientific research of schools of higher learning will help
boast Tibet’s research ability through associations
with production units. The time for applying the fruits of
scientific search to production will be shortened and the
benefits increased. The colleges and universities, where
talents are concentrated and which are knowledge-intensive,
will have a bigger role to play.
Adult
education will focus on on-job training for workers, and
skill training for farmers and herdsmen. By then, cultural
and technological study centers will be established in
primary and middle schools in 50 counties and 300 townships;
the illiteracy rate among young and middle-aged people will
drop to 45 percent; and in cities and towns, and
economically developed areas, the number will be
zero.
By the end of this century, the Tibet
Autonomous Region will nurture another 8,000 teachers,
taking the total number to 29,000. Every prefecture and city
will have a TV educational programs, and each county will
have a relay station for such program. In addition, 100
major schools will be equipped with audio-visual
facilities.
Judging from present situation, the
plan is suitable for Tibet’s economic and educational
development and can be realized with effort. In 1995, Tibet
built 501 primary schools and 12 middle schools, rebuilt and
expanded 72 primary schools, and installed another 6,000
sets of desks and chairs. As a result, primary and middle
school students registered an increase of 25,339 and 4,403
respectively, and 21,860 people threw off the stigma of
illiteracy, reducing the illiteracy rate among the young by
2 percentage points. The quality of Tibetan school education
in inland areas improved steadily. In the national
university entrance examinations, about half of the 266
Tibetan examinees passed the enrollment level for Beijing.
Gratifying achievements were seen in teaching materials
compilation, installation of teaching equipment and devices,
and research on teaching and learning
course.
At this rate, it is optimistic to
realize the set goals by the end of this century. By then,
Tibet will reduce the gap in education with other parts of
Chinas. And Tibetan education will further promote the
construction of Tibetan modernization.
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