Lu­oWang­shu, Daqiong Help­ing to bridge pro­fes­sional gap

De­vel­op­ing stu­dents who can sat­isfy di­verse needs is school’s ul­ti­mate goal

China Daily (Canada) - - CHINA -

As pres­i­dent of the only univer­sity in the Ti­bet au­ton­o­mous re­gion that of­fers a broad spec­trum of de­grees, Phubu Tser­ing be­lieves it is his in­sti­tu­tion’s re­spon­si­bil­ity to de­velop its strengths in spe­cial­ized sub­jects.

Phubu, wholeads Ti­betUniver­sity, said his school fo­cuses on the study of eth­nic groups and on sci­ence and tech­nol­ogy on the Ti­betan plateau.

The univer­sity also ed­u­cates stu­dents based on State de­vel­op­ment plans and the de­vel­op­ment strate­gies of the bor­der ar­eas. Eth­nic stud­ies in­clude lan­guage, lit­er­a­ture, mu­sic, art, his­tory and eco­nomics.

All stu­dents en­rolled at TU have to take Ti­betan lan­guage cour­ses. It is the only univer­sity in China that re­quires this.

“Vice-Premier Liu Yan­dong en­cour­aged the school to scale the heights of Qo­molangma in Ti­betan stud­ies when she vis­ited,” Phubu said, adding that the Ti­betan lan- guage at­tracts a great amount of at­ten­tion from in­ter­na­tional schol­ars, as well as stu­dents in­ter­ested in cul­tural stud­ies. Qo­molangma is known as Mount Ever­est in theWest.

“A great num­ber of well­known Ti­betol­o­gists have stud­ied at Ti­bet Univer­sity dur­ing the past 20 years,” Phubu said, adding that the univer­sity of­fers short-term pro­grams of one to two years to in­ter­na­tional stu­dents. His long-term tar­get is to pro­vide de­gree cour­ses to in­ter­na­tional stu­dents.

“The univer­sity val­ues not only quan­tity in de­vel­op­ment but also cares about qual­ity. Ti­betan cour­ses pre­vi­ously fo­cused on lan­guage but have ex­panded to in­clude Ti­betan lit­er­a­ture, lin­guis­tics and an­cient stud­ies,” he said.

The school had fo­cused on train­ing grad­u­ates from three­year col­lege pro­grams and un­der­grad­u­ates but is now able to ac­com­mo­date a va­ri­ety of stu­dents up to doc­toral level.

“Mas­ter­ing Ti­betan is a plus for em­ploy­ment,” he said.

Phubu was se­lected as the pres­i­dent of the univer­sity in De­cem­ber 2012. Pre­vi­ously, he had been a re­searcher ofMarx­ist phi­los­o­phy at the Ti­bet Academy of Gov­er­nance. Many peo­ple see him more as a hum­ble scholar than a high­pro­file ad­min­is­tra­tor.

“Un­der cur­rent cir­cum­stances, I hope to build a solid foun­da­tion for Ti­bet Univer­sity,” he said, adding that he has been learn­ing from other top univer­si­ties at home and abroad dur­ing the past two years, in­clud­ing Pek­ing Univer­sity, Wuhan Univer­sity and the Univer­sity of Vir­ginia.

Ti­bet Univer­sity, of­fi­cially founded in 1985, has more than 15,500 full-time stu­dents and 20 aca­demic de­part­ments cov­er­ing 11 dis­ci­plines, in­clud­ing the clas­sics, en­gi­neer­ing and­stud­ies of eth­nic groups. It of­fers 85 ma­jors at the un­der­grad­u­ate level and has five cam­puses in the Lhasa and Ny­ingchi pre­fec­tures.

“Due to its lo­ca­tion, the univer­sity fo­cuses on stu­dents who are able to de­vote them­selves to the re­gion’s de­vel­op­ment,” the pres­i­dent said. “Ti­bet is still short of tal­ent in many pro­fes­sional fields. The pri­mary goal for the univer­sity is to ful­fill the needs in the re­gion.”

Among some 2,700 grad­u­ates last year, fewer than 50 were em­ployed out­side Ti­bet.

The univer­sity takes in about 900 un­der­grad­u­ates from out­side re­gion each year and 1,800 Ti­betans.

“More than 90 per­cent of gov­ern­ment em­ploy­ees at the town­ship level, and nearly 70 per­cent of county-level civil ser­vants in Ti­bet are alumni of Ti­bet Univer­sity,” he said proudly.

But he is look­ing to go fur­ther.

“By the time our stu­dents sat­isfy the needs in Ti­bet, I hope they can step out of the re­gion and work in other parts of China and even on the in­ter­na­tional stage,” he said. “De­vel­op­ing stu­dents who can sat­isfy di­verse needs is the ul­ti­mate goal for higher ed­u­ca­tion.” Con­tact the writ­ers through lu­owang­shu@ chi­

A: I want to work on the val­ues of the school. I want to raise the promi­nence of its schol­ar­ship and the de­vel­op­ment of the school, in­clud­ing fa­cil­ity and soft­ware up­grades. The changes also come from the coun­try’s de­ter­mi­na­tion to

It is still too early to say. I want to do some­thing prac­ti­cal and down-to-earth. When stu­dents think of me, I want to be re­mem­bered as some­one who did con­crete work.

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