hkskyline
December 5th, 2004, 12:03 AM
Why are there no Tibetans in our universities?
Hong Kong needs them for cultutral diversity as much as they need a world-class education
Gerard Postiglione
04 December 2004
South China Morning Post
Over the years, I have travelled to Tibetan schools in Qinghai, Sichuan, Gansu, and Tibet to research educational policies and practice and to design education projects for the United Nations Development Programme and Save the Children.
Tibetans do not yet account for a proportion of the university student population equal to their representation in the general population, even in their home provinces. This situation is due to geographic, economic, linguistic and other factors.
To enter university, many Tibetans students have to rely on policies that add points to their national entrance examination scores. Though Tibetans are as intellectually gifted as other nationalities in China, they are not yet as visible in science faculties of the top national universities.
It is not uncommon to hear a teacher attribute the slow progress of Tibetans students to the backwardness of their culture, some even saying it is an obstacle to logical thinking.
As research at the University of Hong Kong has shown, Tibetan students have their own unique intellectual styles. Rather than being an obstacle, their culture can be a resource for learning. This is where Hong Kong comes into the picture.
Like Hong Kongers, Tibetans are dealing with the challenge of how to maintain the best of their culture and identity within the national context, and to use it as a basis for innovative learning and creative thinking. Yet, even while Hong Kong people travel to Tibet in greater numbers for tourism, educational exchanges have progressed slowly between educational institutions in Tibet and Hong Kong. More cultural interchange is likely to benefit learning in both.
It is not surprising to hear Tibetans name Hong Kong pop and movie stars, and Hong Kongers can tell you about the Potala Palace. But it is virtually impossible to find a university in Hong Kong where a Tibetan teaches language and culture courses, no less a seminar on Gesaer, the longest epic story.
While the discourse in Hong Kong education increasingly emphasises cultural diversity, universities recruit most of their first-degree students from Hong Kong. This is understandable. Thus, there is much to gain in the current trend that sees more Chinese mainland students making their way into the universities of Hong Kong, especially in light of Cepa, and the new 3+3+4 system will make it even easier. But most are from the prosperous east coast, especially near Shanghai, Beijing and Guangdong. Where are the Tibetans?
One of the characteristics of universities in world class cities is that they recruit students from diverse cultural backgrounds. A multicultural and multi-ethnic learning environment benefits university students more than anything else that can be offered to them.
As we hear more about our students being in need of a broader education, more liberal studies, and intellectual maturity for innovative thinking that will make Hong Kong compete better globally, the direction is clear.
I never cease to be amazed at the level of cultural diversity when I visit universities in western China. The president of Qinghai Nationalities College is a Tibetan who earned his doctorate in Japan and presides over a university with students as diverse as anywhere. Salar, Hui, Han, Mongolian, Tibetans and a mix of other nationalities, live and study together. While they might not fully understand and appreciate one another's cultural differences, they are learning to tolerate the differences that exist among them, something that will inevitably help prepare them for international business and intellectual exchange with those in other parts of the world.
I was also astonished during a recent visit with Tibetan university students in Qinghai after hearing their capability in English. One of the focus groups discussions with eight Tibetan university students was conducted completely in English. The standard of English of this particular group was almost as high as groups I have interviewed at key point universities in eastern China.
Admittedly, the university entrance scores of these Tibetans students pale in comparison with those in Shanghai and Beijing. But, this is largely due to the conditions of the schools they have attended since their childhood. Results of a Hong Kong Research Grants Council project of the HKU Wah China Centre of Research on Education in China show that there are still many obstacles confronted by rural Tibetan children in gaining a basic education, especially in facilities and teacher competency.
If most Tibetans can be provided with world class primary and secondary schools, or at least school on a par with those in Shanghai, Beijing and Guangzhou, then more Tibetans would surely be found in top universities.
In this respect, Hong Kong's universities can learn much from universities in China and America, where there are polices of preferential treatment and affirmative action for ethnic minority students. Both countries find ways to get ethnic minorities into their universities, despite minority students' lower entrance examination scores. Moreover, they do not just open the door for them, but also provide a preparatory year or two to help them to catch up with the others and adapt to university life. Efforts are also made in the US to avoid the slow learner stereotype.
In short, access to university education needs also to be meaningful access for the students concerned. All this costs more for governments and universities, however, the long term benefits for the individuals and society are invaluable. As Hong Kong's universities continue to strive for world class status, the issue of cultural diversity continues to knock at the door of the ivory tower.
An opportunity awaits - Hong Kong needs more cultural diversity. Tibetans need a world class university education. Having Tibetan, Yi, Kazak, and other groups from western China attending Hong Kong's universities can only enhance their attractiveness for students from other parts of the globe that are considering Hong Kong for a first degree.
Gerard Postiglione is director of the Wah Ching Centre of Research on Education in China at the University of Hong Kong.
Hong Kong needs them for cultutral diversity as much as they need a world-class education
Gerard Postiglione
04 December 2004
South China Morning Post
Over the years, I have travelled to Tibetan schools in Qinghai, Sichuan, Gansu, and Tibet to research educational policies and practice and to design education projects for the United Nations Development Programme and Save the Children.
Tibetans do not yet account for a proportion of the university student population equal to their representation in the general population, even in their home provinces. This situation is due to geographic, economic, linguistic and other factors.
To enter university, many Tibetans students have to rely on policies that add points to their national entrance examination scores. Though Tibetans are as intellectually gifted as other nationalities in China, they are not yet as visible in science faculties of the top national universities.
It is not uncommon to hear a teacher attribute the slow progress of Tibetans students to the backwardness of their culture, some even saying it is an obstacle to logical thinking.
As research at the University of Hong Kong has shown, Tibetan students have their own unique intellectual styles. Rather than being an obstacle, their culture can be a resource for learning. This is where Hong Kong comes into the picture.
Like Hong Kongers, Tibetans are dealing with the challenge of how to maintain the best of their culture and identity within the national context, and to use it as a basis for innovative learning and creative thinking. Yet, even while Hong Kong people travel to Tibet in greater numbers for tourism, educational exchanges have progressed slowly between educational institutions in Tibet and Hong Kong. More cultural interchange is likely to benefit learning in both.
It is not surprising to hear Tibetans name Hong Kong pop and movie stars, and Hong Kongers can tell you about the Potala Palace. But it is virtually impossible to find a university in Hong Kong where a Tibetan teaches language and culture courses, no less a seminar on Gesaer, the longest epic story.
While the discourse in Hong Kong education increasingly emphasises cultural diversity, universities recruit most of their first-degree students from Hong Kong. This is understandable. Thus, there is much to gain in the current trend that sees more Chinese mainland students making their way into the universities of Hong Kong, especially in light of Cepa, and the new 3+3+4 system will make it even easier. But most are from the prosperous east coast, especially near Shanghai, Beijing and Guangdong. Where are the Tibetans?
One of the characteristics of universities in world class cities is that they recruit students from diverse cultural backgrounds. A multicultural and multi-ethnic learning environment benefits university students more than anything else that can be offered to them.
As we hear more about our students being in need of a broader education, more liberal studies, and intellectual maturity for innovative thinking that will make Hong Kong compete better globally, the direction is clear.
I never cease to be amazed at the level of cultural diversity when I visit universities in western China. The president of Qinghai Nationalities College is a Tibetan who earned his doctorate in Japan and presides over a university with students as diverse as anywhere. Salar, Hui, Han, Mongolian, Tibetans and a mix of other nationalities, live and study together. While they might not fully understand and appreciate one another's cultural differences, they are learning to tolerate the differences that exist among them, something that will inevitably help prepare them for international business and intellectual exchange with those in other parts of the world.
I was also astonished during a recent visit with Tibetan university students in Qinghai after hearing their capability in English. One of the focus groups discussions with eight Tibetan university students was conducted completely in English. The standard of English of this particular group was almost as high as groups I have interviewed at key point universities in eastern China.
Admittedly, the university entrance scores of these Tibetans students pale in comparison with those in Shanghai and Beijing. But, this is largely due to the conditions of the schools they have attended since their childhood. Results of a Hong Kong Research Grants Council project of the HKU Wah China Centre of Research on Education in China show that there are still many obstacles confronted by rural Tibetan children in gaining a basic education, especially in facilities and teacher competency.
If most Tibetans can be provided with world class primary and secondary schools, or at least school on a par with those in Shanghai, Beijing and Guangzhou, then more Tibetans would surely be found in top universities.
In this respect, Hong Kong's universities can learn much from universities in China and America, where there are polices of preferential treatment and affirmative action for ethnic minority students. Both countries find ways to get ethnic minorities into their universities, despite minority students' lower entrance examination scores. Moreover, they do not just open the door for them, but also provide a preparatory year or two to help them to catch up with the others and adapt to university life. Efforts are also made in the US to avoid the slow learner stereotype.
In short, access to university education needs also to be meaningful access for the students concerned. All this costs more for governments and universities, however, the long term benefits for the individuals and society are invaluable. As Hong Kong's universities continue to strive for world class status, the issue of cultural diversity continues to knock at the door of the ivory tower.
An opportunity awaits - Hong Kong needs more cultural diversity. Tibetans need a world class university education. Having Tibetan, Yi, Kazak, and other groups from western China attending Hong Kong's universities can only enhance their attractiveness for students from other parts of the globe that are considering Hong Kong for a first degree.
Gerard Postiglione is director of the Wah Ching Centre of Research on Education in China at the University of Hong Kong.