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Central Institute of Higher Tibetan Studies
Established in 1967, The Central Institute of Higher Tibetan Studies (CIHTS) at Sarnath, Varanasi, is one of its kind in the country. The idea of the Institute was mooted in course of a dialogue between Pt. Jawaharlal Nehru, the first Prime Minister of India and His Holiness the Dalai Lama with a view to educating the young Tibetan Diaspora and those from the Himalayan border regions of India, who have religion, culture and language in common with Tibet.
Originally the Central Institute of Higher Tibetan Studies (CIHTS), began to function as a constituent wing of the Sampurnananda Sanskrit University, and eventually emerged as an autonomous body in 1977 under the Department of Culture, Ministry of Education, Government of India.
Courses in Central Institute of Higher Tibetan Studies
- PUC 1(Baudh Dharshan)
- PUC3 (Tibetan Astrology)
- PUC (Tibetan Fine Arts)
- PUC (Tibetan Medicine)
- UG (Baudh Dharsan) Shastri
- UG (Tibetan Jyotish) Shastri
- UG (Tibetan Fine Arts) Shastri
- UG (BTMS)
- PG4 (Baudh Dharshan) Acharya
- PG (Tibetan Jyotish) Acharya
- PG (Tibetan Fine Arts) Acharya
- B.Ed. (Shiksha Shastri)
- M.Phil. Vishistacharya
- Ph.D. Vidyavaridhi
Departments in Central Institute of Higher Tibetan Studies
- Department of Mool Shastra
- Department of Sampradaya Shastra
- Department of Bon Sampradaya Shastra
- Department of Education
- Centre for Teacher Education(CTE)
Following courses are provided by the Centre for Teacher Education under the Department of Education
- Innovative B.A. B.Ed. Integrated Course
- Innovative B.Sc. B.Ed. Integrated Course
- B.Ed. (2 Year Course)
- Department of Sanskrit
- Department of Tibetan Languages and Literature
- Department of Classical and Modern Languages
- Department of Social Science
- Department of Tibetan Traditional Woodcraft
- Department of Tibetan Traditional Painting
- Department of Sowa Rigpa
- Department of Bhot Jyotish Vidya
CIHTS Examination
The Institute used a 70/30 ratio for assessments, with thirty percent of the total split over assignments, attendance, and presentations. By the end of each semester, the remaining seventy percent of the marks must be earned by the students through examinations. The two-semester curriculum makes it possible for students to organise their study methodically. Additionally, the assessment framework incorporates the debate practice, Kanthastha Pariksha, and several other oral tests.
Placement
Compared to other universities, CIHTS has a particular kind of curriculum structure. Unlike other colleges, the Institute emphasises the necessity for students to develop a skill-oriented propensity as a key component of their curriculum, even though it does not explicitly teach them to become entrepreneurs. The Student Placement and Incubation Cell fills this gap by connecting university education with business sector need. The cell distributes relevant and timely information about job openings intended for CIHTS students and keeps track of all the student data placed across the globe. Additionally, the cell offers a few skill-development courses in Sowa-Rigpa and fine arts.
The cell continues to provide the children with a variety of training, skill-building, and awareness programs. The cell has given students a platform to build a realistic grasp of the sector and requirements of the labour market in the two years since its formation.
Contact Details
Central Institute of Higher Tibetan Studies
Sarnath, Varanasi 221007 U.P. (India)
Website: https://cihts.ac.in/