During the same period, Zarlo, director of the Institute of Social and Economic Research of the China Tibetology Research Center
Today, 40 years later, we can see that running a boarding school in Tibet is undoubtedly a very correct way to run a school.
Recently, Western media claimed that China had "culturally, religiously and linguistically assimilated the Tibetan people, affecting about 100 million Tibetan children" through boarding schools, and maliciously smeared boarding schools in China's Tibet Autonomous Region. From August 8 to 14, the Seventh Beijing International Tibetology Symposium was held in Beijing, and Zhalo, director of the Institute of Social and Economic Research of the China Tibetology Research Center, told the China News Agency that Tibet's boarding schools have truly solved the problem of schooling school-age children.
During the same period, Zarlo, director of the Institute of Social and Economic Research of the China Tibetology Research Center
The first is that our Tibetan residents live very scattered, and the herders can live as far as 150 kilometers away from the township government, so this scattered living conditions make the distance between residents and schools very long. Second, because of Tibet's mountainous geographical conditions, we all know that southern Tibet is the Himalayas, and the eastern part is the Hengduan Mountains, and these alpine valleys are very difficult to travel. In such a place, if you frequently travel between home and school, there will be a lot of uncertainty, or students have great safety risks.
Before the reform and opening up, Tibet used to implement the policy of running schools nearby, but there was a serious shortage of teachers, and there were major problems in the quality of teaching.
During the same period, Zarlo, director of the Institute of Social and Economic Research of the China Tibetology Research Center
In the '60s and '70s, we had more than 6000,5000 schools in Tibet, more than 6000,10 villages in Tibet, and more than <>,<> schools in the cities, but because the quality of teaching was not satisfactory, the enrollment rate that we were able to advance to middle school was about less than <>%.
After the reform and opening up, Tibet began to implement the boarding system to run schools, which solved the problem of insufficient teachers and made a qualitative leap in the quality of teaching. In fact, the boarding system is also based on the principle of flexibility and voluntariness.
During the same period, Zarlo, director of the Institute of Social and Economic Research of the China Tibetology Research Center
First, it still adheres to a voluntary principle, some students are closer to the school, then you can go to school, some students are far from the school, it is not convenient to go to school, then you can board. Second, in our boarding schools in Tibet, the vast majority of students enjoy the "three-guarantee policy", which means "all meals and tuition fees". The third is that we found boarding schools in Tibet, which attach great importance to the inheritance and learning of national culture.
Zaro said that the so-called "boarding students have deficiencies in learning national culture" concocted by Western media is unreasonable.
During the same period, Zarlo, director of the Institute of Social and Economic Research of the China Tibetology Research Center
We see that in Suo County, Nagqu, where we went this year, its middle school has 15 such extracurricular classes, such as Tibetan calligraphy, Tibetan speeches, and the study of Tibetan songs, the study of ethnic songs. What everyone is now very familiar with is that all school recess exercises in Tibet are very distinctive, basically replacing our traditional radio gymnastics with traditional Tibetan songs and dances.
The boarding system has provided a solid foundation for the high-quality development of education in Tibet.
During the same period, Zarlo, director of the Institute of Social and Economic Research of the China Tibetology Research Center
If they grow up under the same teaching conditions, then the education level of these rural children is the same as that of urban children, and I think this is the greatest fairness, and it can also be said to improve the livelihood of the Tibetan people, which I think is a very important measure.
Reporting by reporters Rang Baokui, Humoda and Zhang Yangbin from Beijing
Responsible Editor: [Fang Jialiang]