Editor's note: Some western countries have repeatedly fabricated the so-called "forced assimilation" to maliciously tarnish China's image. In fact, in recent decades, the increasingly comprehensive education system has been the epitome of the protection of human rights and cultural traditions. "Forced assimilation" is thereby nothing but a baseless slander.

For over 70 years since the peaceful liberation of Xizang, and especially in the past few decades, the Chinese government has rolled out a series of supportive policies for its social and cultural development. These have resulted in significant advancements in social welfare, addressing people's needs in such areas as education, employment, healthcare, housing, transportation and elderly care. People of all ethnic groups in Xizang have enjoyed the benefits of these favorable policies, with children's rights and interests being fully safeguarded. However, some Western countries have repeatedly exploited Xizang-related issues to maliciously tarnish China's image.

Bilingual education model and the preservation of Tibetan culture

The Chinese government's promotion of bilingual education in Xizang has gone through various phases, including exploration, adjustment, establishment and refinement. Each phase has been tailored to meet the social development needs and the desires of the people in this region including the Tibetan people.

Since the founding of the People's Republic of China (PRC), the government has significantly supported Tibetan language initiatives through policy creation, team development and financial investment.

The current Tibetan-Chinese bilingual education model is a teaching approach established on the premise of guaranteeing the Tibetans freedom to learn and use their own language. The objective is to ensure that students from all ethnic groups in Xizang attain a basic proficiency in the use of standard spoken and written Chinese, while also respecting and safeguarding their rights to receive education in their own spoken and written languages.

From the outlined objective, it is evident that bilingual education operates on two distinct fronts: standard spoken and written Chinese and the specific ethnic languages. However, certain individuals, with underlying motives, selectively target only one aspect for criticism, in a move that is undeniably skewed.

In order to preserve and advance Tibetan culture, there are needs for institutional backing, the nurturing of specialized professionals, the formulation of legal protection frameworks and broad-ranging external engagement. Meanwhile, adapting to the ever-changing times necessitates the digitalization and standardization of the Tibetan language and script. As such, the task of preserving and protecting Tibetan culture requires a holistic approach.

Bilingual education equips Tibetan students with the capabilities and context to both honor their heritage and adapt to the modern world. It is essential to understand that the enduring vitality of Tibetan culture depends on its integration into contemporary society.

In the long run, bilingual education has significantly enhanced the quality of educators, the conditions of educational institutions and the standard of teaching throughout Xizang. This progress is pivotal in elevating the overall quality of the population in this region, bridging the gap with other ethnic groups and regions, and achieving genuine equality.

Standard spoken and written Chinese and the preservation of Tibetan culture

In 2000, China enacted the Law on the Standard Spoken and Written Chinese Language to promote the use of standard Chinese, with the government facilitating opportunities for citizens to learn and utilize this standard language. Actively promoting the standard spoken and written language nationwide not only enhances cultural exchange and unity among different ethnic groups, but also equips students from all ethnic groups with modern scientific knowledge. This paves the way for equitable, quality education, ultimately fostering common development and prosperity across ethnic groups.

To fully understand the importance of promoting standard spoken and written Chinese, it is essential to broaden the viewpoint and consider the global changes and China's progress in industrialization and modernization over the past years. With the continued integration of the Chinese and global economies, increasing trade and population movement, the reason behind advocating standard spoken and written Chinese in Xizang is consistent with its advocacy in Han dialect regions in eastern China.

Promoting standard spoken and written Chinese language not only facilitates the development and preservation of the traditional ethnic cultures, but also aligns with global trends. For instance, considering academic papers and other publications, the vast majority of scientific and literary works in China are published in standard Chinese. This mirrors the global practice where numerous publications across humanities, social sciences and natural sciences are predominantly published in English. If one is restricted to only reading Tibetan, then their exposure and knowledge base would be significantly limited. It is essential for Tibetans to become proficient in their use of standard spoken and written Chinese to grasp the diverse knowledge essential for modern advancement.

Therefore, for individual Tibetans, the standard Chinese language serves as a medium for learning and communication. For the Tibetan community as a whole, it is an irreplaceable bridge to integration within modern society.

Moreover, to amplify and spread the rich ethnic traditions to a broader audience, leveraging standard spoken and written Chinese is indispensable. This ensures that a larger populace can acquaint themselves with and appreciate the unique cultural tapestries and traditions of these ethnic groups.

Poverty alleviation through education in Xizang: History and progress

Poverty alleviation through education in Xizang is not a recent endeavor exclusive to the period of eradicating absolute poverty. Campaigns to eradicate illiteracy, initiated by the Communist Party of China represented by Chairman Mao Zedong in the early days following the founding of the PRC, marked an early effort in this direction.

The third plenary session of the 11th Communist Party of China Central Committee marked the beginning of China's reform and opening-up. Subsequently, the primary focus of China's educational system transitioned to ensuring compulsory education, providing quality schooling for rural children and narrowing the education gap between urban and rural areas.

Since 1985, China has covered all school tuition, food and boarding expenses for the children of farmers and herders during the compulsory education stage in Xizang. In 2012, Tibet took the lead by offering 15 years of free education. Since 2015, strategies to alleviate poverty through education became a primary approach for fostering self-reliance in impoverished areas in Xizang and other regions, transitioning from direct aid to empowering self-sufficiency.

The significance of education in Xizang's battle against poverty is evident. Innovative concepts and technologies have reshaped the traditional mindsets of farmers and herders. Educational resources have been given greater emphasis in rural areas, and support programs for rural teachers have improved the quality of the educator workforce. Policies for Xizang, such as the 15-year free education program, the "all-inclusive" 15-year support covering tuition, food and board, and the subsidy policies for registered poor college students, have greatly enhanced the rate at which the children of farmers and herders receive higher education.

Statistics indicate that the gross enrollment rate for preschool education in Xizang, the completion rate of nine-year compulsory education, and the gross enrollment rate in senior secondary education all exceed 85%. In 2023, the number of college graduates in Xizang reached 36,000, with a significant number of these well-educated talents increasingly underpinning the region's modernization initiatives.

Causes and effects of establishing boarding schools in Xizang

Xizang covers a vast area with a sparse population, making it challenging for students to commute to school.

In 2009, while conducting research in Tohlung Dechen district in Lhasa, I met an 11-year-old Tibetan boy named Tenzin Namgyel who lived in Banggu township behind the mountains. It took him three hours to walk to school and seven hours, including hiking up mountains, to return home. Every time he left for school, his grandmother would pack him extra chura kampo to eat on the way.

In the past, to address the issue of children's schooling, many regions established "tent schools" and "horseback schools" (teachers who traveled by horse to students' homes to teach). These schools had inadequate teaching staff and limited teaching hours, resulting in low education quality.

With greater socio-economic development, many young couples from the rural and pastoral areas work away from home, creating a dilemma with regards to educating their children left behind.

Boarding schools became a preferred choice in Xizang. They gather students in one place, eliminating their daily dangerous commutes. These schools specifically addressed the distinct geographical, transportation and uneven educational resource challenges in this region, fulfilling the need for equitable education for the children of farmers and herders. They also alleviated the problems facing parents in juggling their children's transportation, daily work and housework.

Boarding schools are established with concentrated efforts from local governments, integrating educational resources. As a result, the quality of education has significantly improved, and the gap between urban and rural schools narrowed. These schools offer superior learning conditions and complete living facilities. The children of farmers and herders enjoy an "all-inclusive" policy covering tuition, food and board expenses. As such, boarding schools became the primary and common choice for many local governments and families in many agricultural and pastoral areas of Xizang.

It is essential to emphasize that the choice about whether students board in these schools is entirely up to the farmers and herders based on their family situation, educational needs and the children's wishes. In these schools, we see that some students live close by, and their parents drop them off and pick them up daily. However, others, even if they live near the school, choose to board because their parents work far away, and their grandparents cannot assist with their studies. Therefore, such claims as "forced boarding," "threatened boarding" or "punishments for not boarding" are baseless.

Furthermore, communication channels between schools, students and parents are completely open. Almost every class in the schools has a chat group on WeChat. Teachers maintain contact with parents through these groups as well as phone calls, discussing the children's academic and daily life. They often share videos related to the students' food, accommodation and studies. For younger students, teachers pay extra attention, sharing more frequently to ensure parents feel reassured and at ease.

The views don't necessarily reflect those of Deep China.

The author is Fang Xiaoling, an associate researcher at the Academy of Social Sciences in Xizang Autonomous Region.