A Study On The Policy Of Education In Tibet Since The Peaceful Liberation

In order to promote the development of education in Tibet, our country madeand implemented the policies of education to aid Tibet since the peacefulliberation of Tibet. This study is based on the education equity theory，thebalanced development of education theory and sustainable development theory，itelaborated the historical and realistic background of the policies of education toaid Tibet, systematically arranged the content and developing process of thepolicies, analyzes the implementation survey、achievements and the existingproblems, then put forward suggestions and countermeasures.Before the peaceful liberation, Tibet was in the theocratic feudal serfdom,economy was backward and the education was in low level. The party and thestate attached great importance to the Tibet education after the peaceful liberation,they made and implemented the policies of education to aid Tibet. Thedevelopment of the policies of education to aid Tibet have undergone preliminaryformation, stable development and full implementation three phases,contents ofthe policies includes human assistantance and financial support two aspects.Thefirst effect of the policies implementation was to narrow the gap between Tibetand the national education, promoting education equity; the second was toimprove school conditions in Tibet, promoting the balanced development ofeducation; the third was to improve the quality of the population in Tibet,promoting the sustainable development of economy and education of Tibet.Theproblems of the policies are that the implementation plans of counterpart aid arebig difference, policy monitoring and evaluation is relatively backward, cardesmanagement has insufficiency, distribution of counterpart aid assistance funds isunbalanced in different regions, education aid resources allocation is not balancedin urban and rural area of Tibet, preschool education aid work is relatively weak.The author put forward the following suggestions: developing scientific andrational implementation of programs counterpart aid policy; further improving theeducation aid policy evaluation and monitoring system; improving managementmechanism of educational administrative cadres to aid Tibet; allocating educational assistance funds rationaly, tilting the allocation of education aidresource to the agricultural and pastoral areas; strengthening the work ofpreschool education work in Tibet; persisting in the policies of education to aidTibet over a long period of time.