1. TABLE OF CONTENTS
Acknowledgement
1. Situational Analysis
History of Tibet
Geography
Political statusand administration
Population
Religion and Culture
Education in Tibet and in exile
Central Tibetan Administration and Education department
Education policy of Tibetan children in Exile
2. Inclusion
Definitionof Inclusion ?
Inclusive Education
Benefits of Inclusion
3. Analysis
Defining problem and initiating change
Barriersto Inclusion
Intervention
4. Spreading the awarenesson inclusive education and disabilities in exile
Tibetan community at Dehradun.
Empowering the Vision Project
Three month Action plan
Future plan
5. References

2. SITUATIONAL ANALYSIS
History of TIBET
Tibet has a history dating back over 2,000 years, when the existence of Tibet as an
independent state referred as Tibet’s “imperial age”,whenthe entire county was
first united under one ruler. In 1949-1950, the newly established Communist
regime in China invaded the independent Tibet, whichwas rich in natural
resourcesand had a strategically important border with India.
TIBET is located to the south-west of China, also bordering India, Nepal, Burma
and Bhutan. Tibet refers the whole of Tibet known as Cholka-sum (U-Tsang, Kham
and Amdo). It includes the present-day Chinese administrative areas of the so
called Tibet Autonomous Region, Qinghai Province, two Tibetan Autonomous
Prefecture and one Tibetan Autonomous county in Gansu Province and one Tibetan
autonomous prefecture in Yunnan Province.
Geography: Tibet is often known as “the roof of the world” or “Water Tower”
because it consists of high mountains, lakes and rivers (Tibet is the source of many
Asia’s principle rivers like the Brahmaputra,Indus, Sutlej,Karnali, Arun, Salween,
Mekong, Yangtze, Yellow river and Irrawaddy.

3. Land size: 2.5 million square kilometres,which include U-Tsang, Kham and Amdo
provinces. “Tibet Autonomous Region”, consisting of U-Tsang and a small portion of
Kham, consists of 1.2 million square kilometres. The bulk of Tibet lies outside
“TAR”.
Political Status: Tibet existed as an independent sovereignstate prior to Chinese
rule. But having no representation in the United Nations,the world largely stood by
and allowed China’soccupation and destruction to happen.
Average Altitude: 4,000 meters or 13,000 feet above sea level.
Administration: under Chinese rule, Tibet is divided into the following
administrative units: a) Tibet Autonomous Region, b) Qinghai Province,c) Tianzu
Tibetan Autonomous County and Gannan Tibetan Autonomous Prefecture in
Gansu Province, d) Aba Tibetan-Qiang Autonomous Prefecture, Ganzi Tibetan
Autonomous Prefecture and Mili Tibetan Autonomous County in Sichuan Province,
e) Dechen TibetanAutonomous Prefecture in Yunnan Province.
Population: The total Tibetan population in Tibet is 6 million. Of them, 2.09
million live in the “TAR” and the rest in the Tibetan areas outside the Tibet
Autonomous Region.
According to the demographic survey of Tibetans in Exile 2009 done by Planning
Commission of central Tibetan Administration specifies approximately 1,28,014
Tibetan lives in India (94,203), Nepal (13,514) and Bhutan (1298).
Religion: Buddhism is the main religion practice by more than 95% of total
population. Minority are Bon, Hinduism, Christianity and Islam.
His Holiness the 14th Dalai Lama, Tenzin Gyatso is the spiritual leader of Tibet.
His Holiness the Dalai Lama is a man of peace. In 1989 he was awarded the Nobel
Peace Prize for his non-violent struggle for the liberation of Tibet. He also became

4. the first Nobel Laureate to be recognized for his concernfor global environmental
problems.
Culture: Tibet developed a distinct culture due to its geographical and climatic
condition; it was influenced by its neighbouring countries like Nepal, China,India
and Mongolia & greatly influenced by Buddhism.
Education in Tibet: Chinese occupation of Tibet has seen the Tibetan language
surpassed by that of the Chinese. The government is repressing Tibetanculture by
making the language redundant in all sectors. Tibet’s educationsystem, controlled
entirely by the Chinese and their Communist ideology,is geared to suit the needs
of Chinese immigrants. Tibetan students also suffer from prohibitive and
discriminatory feesand inadequate facilities in rural areas.
Zhang Qingli’s arrival at the helm in the “TAR” in May 2006 led to the scope of the
“patriotic re-education” campaign being expanded from the confines of the
monasteriesand nunneries to encompass the wider population in Tibet, including
schools.
Education of Tibetan refugee children in exile: Under Chinese communist
control the Right to education for Tibetan in Tibet is absent. The deprival of
meaningful education in their own homeland has forced well over 10,000 Tibetan
children and youths to escape to India, where the exile Tibetancommunity offers
them educational opportunities unimaginable in Tibet. The records of the Tibetan
Reception Centre in Dharamsala reveal that from 1991 to June 2004, the Centre
had hosted a total of 43,634 new arrivals from Tibet. Out of these, 59.75% were
found to be children(below the age of 13) and youths (between the age of 13 and
25). In 2006 alone, some 2,445 newly-arrived Tibetanswere received at the Centre,
majority of them being childrenbelow 18 years of age. The sole purpose of such a
large number of young Tibetans fleeing their homeland — and more often than not
negotiating a treacherous journey across the Himalayas — is to obtain a decent
religious and secular education in a country far away from home because there is
violation of basic human right like no Right to express, absent of Right to follow
one’s religion in Tibet under the Chinese government.

5. Central Tibetan Administration (CTA) India:
Department of Education is one of the seven main departmentsof the executive
organ of the Central TibetanAdministration (CTA) based in Dharamsala, India. It
was established in 1960 to look after the educational affairs of the Tibetan
administration and community in exile. After coming into exile in 1959, His
Holinessthe XIV Dalai Lama had given top priority to education and requested the
then Indian Prime Minister Pandit Jawaharlal Nehru for establishing separate
schools for Tibetan refugee children.
The heart purpose of establishing separate schools for Tibetans in India was for
provision of quality modern education and preservation of the Tibetan language
and culture at the same time. This idea is commonly referred to as the twin-object
of the Tibetan schools in exile and became the heart and soul of the Tibetan
education policy. The overall level of successtowards that object over the past 51
years has remained remarkably high.
The Department of Education currently oversees73 Tibetan schools – excluding the
pre-primary sections and private schools – in India and Nepal under different
autonomous administrative bodies. There are around 24,000 students and 2,200
staff members in these schools. The autonomous school administrative bodies
include: Central Tibetan Schools Administration (28 schools), Tibe tan Children’s
Villages(18 schools), Tibetan Homes Foundation (3 schools), Sambhota Tibetan
Schools Society (12 schools), and Snow Lion Foundation (12 schools).
Basic Education Policy for Tibetan in Exile
Chapter XIII: Right to Education-
Basic Education chapter specifies “All Tibetan citizens performing citizen’s duties
shall have the right to basic education up to Class XII free of tuitions fee and
without any discrimination on the basis of sex, race, and religion, place of origin,
being rich or poor, being ordained or lay. No Tibetan parent shall have the power to
prevent a child betweenthe agesof 6 and 16 years of age from attending school.
Students withspecial Needs chapter specifies: Best effortsshall be made to
educate students withspecial needs in regular schools together with other
students. All schools must therefore make provision for all necessary facilities to
meet the needs of such students. Teachers must also be provided with standard in-
service training both physically and mentally for education of student with special
needs.One or two special schools with complete facilities shall be separately
established for the studentswho cannot be admitted in regular schools due to
serious physical or mental disabilities. These schools shall be equipped with
teachers and staffs who are fully trained in special education. Provisions shall be
made for students in these separately established schools to maintain close contact
with their family and community.

6. Literary Rate: Literacy rate of 6 million Tibetan is approximately 25 percent.
According to 2009 survey done by Planning Commission of Central Tibetan
Administration; the literary rate of Tibetan living in India, Nepal and Bhutan is
approximately 79.2% (Male-85.6% and Female-71.2%).