Dharamshala: The Tibetan language is continuously being eradicated from educational institutions as a result of systematic efforts by the government of the People’s Republic of China (PRC), as reported by local observers, triggering a “second Cultural Revolution” in Tibet. In recent months, claims have been made that Tibetan language may be removed from university entrance examinations, sparking widespread concern among Tibetan students, artists, and educators.
Potential Removal of Tibetan Language from College Entrance Examinations
Social media posts from Tibet indicate that the college entrance examination for next year will not include Tibetan language, while others say that Tibetan language will be optional. Tibetan youths in university and high school have emphasised the language’s vital role in Tibetan cultural identity, likening it to the “lifeblood” of Tibetan identity. The issue has drawn particular attention from Tibetan artists and performers across various Tibetan regions who have publicly voiced their apprehension.
The PRC government’s approach to controlling public discourse on this issue has also been notably strategic. While no official announcement has been made regarding the removal of Tibetan language from university entrance exams, past patterns suggest authorities often use social media to test public reaction before implementing controversial policies, followed by suppression of dissenting voices through arrests and intimidation of community leaders.
Moreover, a former Chinese teacher and current career counselor stated in an online post on 12 December that Tibetan language has not been eliminated from China’s college entrance examination. She mentioned that for the 2025 college entrance exam, the Chinese language test will be held on 7 June 2025, and Tibetan students in the so-called “autonomous regions” will need to take their Tibetan language test on 9 June 2025. She emphasised that since Tibetan is an important national language within the country, it would not be eliminated. Nevertheless, investigation reveals PRC government’s methodical approach to eliminating Tibetan language instruction through various mechanisms.
Systematic Dismantling of Tibetan Language Education
Since 2021, authorities have forcibly closed numerous private schools and primary schools in monasteries that specialised in Tibetan language education. On 12 July 2024, the Chinese government has forcibly ordered the closure of the award-winning Jigme Gyaltsen Nationalities Vocational High School in Golog, Amdo. Previously in June, the Taktsang Lhamo Kirti Monastery school, which had about 500 students, faced increasingly strict restrictions until it was finally closed. On 31 October 2021, not only was the Drakgo Monastery’s Gedhen Nangten (Eng: Buddhist) School closed, but the classrooms, dormitories and other facilities were also demolished. Also affected was the Sengdruk Taktse School in Darlag County of Golog Prefecture, followed by the closure of Machen County’s Cherished Children School.
The crackdown intensified in 2022, when three additional schools were forced to cease operations across Karze Prefecture: The Phende Care School in Dzakhog County, the Private Primary School in Chaktsang Center, and the Gyalten Foundation School in the Trehor Dargye Rongpatsa area. Speaking to Radio Free Asia under condition of anonymity, a Tibetan teacher revealed that these institutions were targeted specifically because they offered specialised Tibetan language education programs. This occurred despite the schools having previously secured all necessary governmental approvals and permits for their operations.
According to information released by the Ngaba Prefecture’s Nationality and Religious Affairs Committee in July 2024, before the closure of the Taktsang Lhamo Kirti Monastery school, 69 primary schools throughout Ngaba Prefecture had been completely closed, 8 schools were merged with other schools, and 33 primary schools had their educational systems changed in accordance with the 14th Five-Year Plan of Ngaba Prefecture. Following these events, the PRC government has further intensified its crackdown on Tibetan language schools in monasteries.
State-Mandated Cultural Assimilation
A recent Chinese government white paper: “CPC Policies on the Governance of Xizang in the New Era: Approach and Achievements”, outlines “strategic tasks” in Tibet, emphasising “Chinese national unity” over ethnic identity. While claiming to support ethnic and religious affairs, the document reveals an intensifying policy of cultural assimilation. The PRC government aims to diminish traditional Tibetan language, culture, and identity through increased control over education, religious institutions, and daily life. This marks a significant shift from previous policies, with explicit language about assimilation appearing in official documents for the first time since 2021. This policy demonstrates a clear contradiction between stated goals of ethnic harmony and actual practices targeting Tibetan cultural autonomy, particularly through stricter language policies in schools and monasteries.
Moreover, in urban areas of Qinghai Province, local governments are implementing measures to replace Tibetan-language signage with Chinese characters on businesses and public spaces.
Forced Educational Changes and Student Resistance
At least, since 2014, PRC government has established boarding schools across Tibetan regions where nearly one million Tibetan children, ages ranging from 4 to 18, are currently forcibly enrolled and placed, away from their families, depriving them of the opportunity and the space to learn and acquaint themselves with their own religion, culture, and language. For Tibetan children, there has been an increased emphasis on separate Chinese language instruction and “Patriotic Education”, where from an early age, children are taught Chinese nationalism and given extensive Chinese language foundation training. The policy changes extend to early childhood education, with enrolment in Chinese-language kindergartens now required for primary school admission. Furthermore, they are making every effort to increase the use of Chinese language in their daily lives while devaluing Tibetan language.
In a notable 2015 incident, authorities in Yushul (Ch: Yushu), historically part of Kham Province, forced the closure of a monk-operated private kindergarten teaching the Tibetan language. Chinese officials extended this prohibition to other monasteries and private educational schools and institutions in the region. The policies have sparked resistance, with high school students in the Malho Tibetan Autonomous Prefecture, incorporated into China’s Qinghai Province, organising protest marches in March 2015 to defend their linguistic rights. On 19 October 2010, students from three high schools in Rebgong (Ch: Tongren) staged a protest march at the Malho Prefecture Education Office, demanding language rights and opposing the transition to Chinese-medium education.
The protesters specifically challenged the translation of specialised subjects into Chinese and the implementation of conducting exams in Chinese language. Despite initial assurances from Malho Prefecture education officials that specialised textbooks would remain in Tibetan, the administration gradually shifted all subjects except Tibetan language to Chinese-medium instruction. The situation escalated further in 2012 when education authorities in Qinghai and Gansu provinces implemented policies that effectively eliminated Tibetan language instruction across primary and secondary-level education.
While the 2010 protests had temporarily halted these initiatives, government officials ultimately succeeded in establishing Chinese as the primary language of instruction for all subjects except Tibetan language courses. This shift marked a significant change in the region’s educational policy and language of instruction.
A particularly disturbing incident came to light in September 2024 through leaked footage showing Chinese authorities forcibly transferring approximately 150 monastic students from a monastery school in Ngaba Muge area to a government-run boarding school. The video captured distressing scenes of young monks being forced into vehicles despite their protests. The trauma of this forced transfer led to three students attempting suicide after experiencing what they described as prison-like conditions at the government school.
Impact on Traditional Institutions and Culture
It is reported that now all subjects in schools in the so-called Tibet Autonomous Region are taught in Chinese. Only one class of Tibetan culture and language remains. Due to this policy, Tibetan culture, medicine, astrology, religious history, and historical chronicles are all facing serious risks.
According to information from inside Tibet, some students at the Lhasa Tibetan Medical and Astrological College lack basic Tibetan language skills, causing difficulties during medical text instruction where explanations must be given in Chinese due to students’ inability to comprehend Tibetan. Another source mentioned that after the forcible closure of the astrology department at the Tibetan Medical and Astrological Institute, families now struggle to perform traditional religious funeral rites. The astrology department was reportedly eliminated due to its religious connections. Traditional Tibetan medicine, astrology, religious history, and historical chronicles face serious risks of being lost to future generations.
The Tibetan community’s resistance to these policies has led to tragic outcomes. In March 2013, student Tsering Kyi self-immolated in protest when her high school’s language of instruction was changed to Chinese. Despite periodic protests, including demonstrations by Rebgong high school students demanding language freedom, authorities have continued to intensify restrictions.
Current State and Future Concerns
Recent investigations paint a grim picture of the future of Tibetan language. Interviews with over 50 individuals who visited Tibet report encountering numerous young Tibetan children unable to speak their native language. This Tibetan linguistic crisis represents a broader pattern of cultural erasure, systematically implemented through educational policies, institutional closures, and forced assimilation programs.
The situation has deteriorated significantly since 2002, when many of the language protection measures established by the 10th Panchen Lama in 1987 were eliminated. What began as targeted educational reforms has evolved into a comprehensive campaign to eliminate the Tibetan language and, by extension, Tibetan cultural identity.
-Filed by the UN, EU, and the Human Rights Desk, Tibet Advocacy Section, DIIR
