Dharamshala: The Department of Education, Central Tibetan Administration, commenced a 12-day Tibetan Language workshop
for primary teachers at the College for Higher Tibetan Studies (CHTS), Sarah, on 1 May 2024. Additional Secretary Tenzin Dorjee from the Education Department’s Academic Section, Vice Principal of CHTS Jigme Lodoe, and the workshop’s trainer Palden Namgyal attended the workshop’s inaugural session. They were joined by 35 participants, consisting of 32 female and three male teachers from 15 different Sambhota Tibetan schools.
In his introductory remarks, the training facilitator Ngodup Tenpa from Education Department introduced the workshop’s objectives during the opening ceremony stating that, given Tibetan being the principal language medium for primary classes in Tibetan schools, the department deemed it necessary to hold such workshops for primary teachers to improve their Tibetan language proficiency. Hence, he mentioned that over the course of this training, special emphasis will be placed on Tibetan reading skills, writing skills, phonetic spelling, calligraphy and transcription.
Likewise, CHTS Vice Principal Jigme Lodoe, in his address, expressed his admiration for the teacher’s profession and presented a succinct intro about Sarah College. He said many graduates of this institution have rendered their services in the preservation and promotion of Tibetan language and other traditional disciplines since its inception by the late President of the Institute of Buddhist Dialectics, Ven Lobsang Gyatso.
Furthermore, he said, “I harboured apprehensions regarding the diminishing proficiency in Tibetan language within Tibetan universities. Nonetheless, despite my relatively brief tenure as vice president, I found immense gratification in observing the commendable proficiency in language and cultural aptitude among the graduate students.” He, therefore, extended his appreciation to all the teachers for their dedication.
Additional Secretary Tenzin Dorjee emphasised the importance of aligning primary education with the goal of fostering Tibetan identity in students. He stressed the crucial role of teachers in this endeavour, noting that Tibetan primary education policy revolves around empowering them. He drew parallels with the Indian education policy, highlighting the shared emphasis on the teacher’s role in societal development. Dorjee underscored the necessity for primary school teachers to enhance their proficiency in Tibetan, especially considering that all subjects, except the English class, are taught in Tibetan within Tibetan primary schools.
Before concluding his talk, the Additional Secretary disclosed the challenges of dwindling Tibetan teachers in the community and pleaded with those working to continue serving in their current capacity.
