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Hermann Gmeiner Tibetan Homes School

"Our Goal for now and the future should be to keep abreast with other people of the world in all aspects of educational progress and development. Therefore, after coming to India as refugees, our primary initiative has been the education of our children, the future seeds of Tibet who will carry out our national task, be it political or spiritual."

- His Holiness The XIVth Dalai Lama

Quality education forms one of the priorities of the mission statements of our school. Initially, children of THF used to attend the nearby Tibetan Refugee School run by the Government of India, now known as “Central School for Tibetans”. However, to adhere to the educational needs of the little ones a small "Kindergarten School" was set up within THF in the mid of 1960's. Later on, as the number of children increases, THF had no alternative but to gradually upgrade the Kindergarten school. The up gradation was phase wise with new classes being included as and when funds rolled in and today that little kindergarten school has transformed into a full-fledged senior secondary school affiliated to "Central Board of Secondary Education (CBSE), New Delhi".

The school today is a model educational centre for the Tibetan community in exile meeting all needs for a healthy upbringing of an individual. The school strides forward to prepare responsible Tibetan citizens with academic and physical brilliance. Developing their moral character and a sense of responsibility is one field where much stress is given. Imparting Tibetan education along with modern education is the crux of the school mission.

The school academic session is divided into three terms - "March to May, June to August, and September to December" with a terminal examination at the end of each term. Promotion to the next class is determined by these terminal tests held at the end of every term. The school closes during the winter months after an academic session from mid December until first week of March. Apart from academics, various other programs of games and extra co curricular activities are held throughout the year.

"Education is what remains when we have forgotten all that we have been taught." So for the better management our school is divided into three sections – "the Montessori, Junior and the Senior Section" with Headmaster, Headmistress and a Principal".

Montessori Section:
The ladder of education for the children begins from the Montessori section wherein the children play and learn. This section consists of three stages between the age group of 3-5. Of the children in the campus the little ones are the most lovable ones making all kinds of noises and keeping the surrounding alive. Understanding the importance of a good foundation for the children to grow the Montessori section gives a true platform for the children to develop and also helps them see education as a fun process. School is now a place where children crave to go.

Junior Section:
In this section classes from grade I to V are included that follows a special program named THE TIBETANIZATION PROGRAM implemented by the Department of Education Central Tibetan government in exile at Dharamsala in the North Indian state of Himachal Pradesh. This program gives priority to our Mother Tongue and makes it necessary for all classes from grade I - V to follow this program. There are special text books from the DOE for implementation of this program.

Senior Section:
Finally it is the senior school section comprising from grade VI to XII. At the senior secondary level, the medium of instruction is English as specified by the CBSE the board to which the school is affiliated and the means through which the education at the school is accredited. The students in the senior level are screened twice by the board, once at grade X and the next at the school leaving class of XII. The school provides all three streams of studies - Humanities, Commerce and Science.

Special Classes:
This is one form of classes usually not heard or seen in any other school. As the school has a population of over 80 to 85 percent of children from Tibet, such classes are a necessity. It is these classes into which all the newly arrived children from Tibet are admitted initially. Since these children come from various age groups and different academic backgrounds it is very difficult to adjust them into the regular classes and thus it is here where these children are given individual attention. And after several months of intensive individual coaching they are adjusted into the regular classes. Every new group of children that arrives into the school forms a new special class, which is named alphabetically.

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