China Shuts 3 Tibetan Schools in Golog, Raising Cultural Fears
China has closed three Tibetan schools in Golog, Qinghai, raising concerns over Tibetan language education, cultural identity and the future of hundreds of children.
October 23, 2026 — Chinese authorities have closed three Tibetan educational institutions in the Golog region of Qinghai province in recent months, according to a Radio Free Asia investigation. The shutdowns have raised serious concerns among Tibetan communities about access to mother-tongue education and the preservation of cultural traditions.
The affected institutions are Gangjong Grassland Girls' School, Jasag Village Primary School and Golog Tadra Orphan School. Sources interviewed by RFA said the future arrangements for many students and teachers remain unclear.
THREE TIBETAN SCHOOLS CLOSED IN GOLOG
Gangjong Grassland Girls' School, located in Ragya Township of Machen County, reportedly closed on August 28, 2026.
A source told Radio Free Asia that the school had approximately 450 students and 60 teachers at the time. Its educational programme had included some Tibetan-language teaching even after the institution became affiliated with the government.
Jasag Village Primary School, established by local nomadic families in 1995, was reportedly shut down in September. The school had previously been renamed Ragya Township Residential School No. 2.
The third institution, Golog Tadra Orphan School, received an order to close in October. Established in 2005, it had provided education and welfare support to Tibetan orphans and children from disadvantaged backgrounds for approximately two decades.
At its 20th-anniversary event in 2025, the orphan school's principal said the institution was educating more than 1,000 students.
TIBETAN STUDENTS AND TEACHERS FACE UNCERTAINTY
The closures have left important questions about students' educational futures unanswered.
Radio Free Asia contacted education officials in Golog and Machen County seeking clarification.
A representative of the Golog education department referred responsibility to county authorities, while Machen County's education department said it lacked the authority to comment.
It remains uncertain whether all affected children will transfer to other schools, how far they may have to travel or what access they will retain to Tibetan-language instruction.
These uncertainties are particularly significant for children from remote nomadic communities and disadvantaged families.
CHINA'S ETHNIC UNITY LAW FACES CRITICISM
The closures occurred after China's Law on Promoting Ethnic Unity and Progress came into effect on July 1, 2026.
The legislation places greater emphasis on a shared Chinese national identity. Tibetan advocates have expressed concerns that it could strengthen policies favouring Mandarin Chinese and weaken opportunities for minority-language education.
Sources and education specialists interviewed by RFA linked the recent closures to China's broader ethnic and education policies. However, the authorities have not publicly established that the new law directly required these three institutions to close.
The controversy reflects a wider debate about the relationship between national education policy and the protection of minority cultures.
CULTURAL EXPERTS WARN ABOUT LANGUAGE PRESERVATION
Tibetan educational sociologist Dr. Gyal Lo expressed concern that the closure of community-based Tibetan schools could weaken the transmission of language and traditions between generations.
He argued that moving children away from familiar community settings and into government-run residential institutions could reduce their everyday exposure to Tibetan culture.
Tenzin Lekshey, a spokesperson for the Central Tibetan Administration in Dharamsala, also criticised the closures and emphasised the importance of schools and monasteries in maintaining Tibetan cultural identity.
Researchers at the Tibetan Centre for Human Rights and Democracy have similarly warned about the possible long-term consequences of the new ethnic unity legislation.
The concerns focus not only on classroom instruction but also on the role of local schools in preserving community history, customs and cultural knowledge.
CHINESE AUTHORITIES EXPAND BOARDING SCHOOL EDUCATION
Chinese officials have presented the expansion of boarding schools and the relocation of students as measures to improve educational opportunities in remote high-altitude areas.
Authorities cite teacher shortages, geographical isolation and limited educational resources as reasons for building institutions in lower-altitude locations.
On September 1, 2026, the newly established Golog Tsoshar Middle School opened in eastern Qinghai.
According to Chinese state media figures reported by RFA, the school enrolled 1,200 students, including 1,090 Tibetans.
It remains unclear whether any pupils from the recently closed Gangjong Grassland Girls' School were transferred there.
Critics argue that access to better facilities should not come at the expense of Tibetan-language education or children's links with their families and communities.
EARLIER TIBETAN SCHOOL CLOSURES ADD TO CONCERNS
The three latest closures follow a series of changes affecting Tibetan educational institutions in Golog.
Gangjong Sherig Norling School was closed in July 2024 after operating for approximately 30 years. Reports in April 2025 suggested that authorities had permitted a reopening as a vocational institution, although changes to its curriculum were expected.
Dorjeten National Vocational School was reportedly closed in December 2025, affecting more than 1,300 students.
Hungkar Dorje Vocational Secondary School also closed in June 2026.
Taken together, these developments have prompted concerns among Tibetan educators and advocacy organisations about the shrinking space for community-based education.
WHY TIBETAN-LANGUAGE EDUCATION MATTERS
For Tibetan communities, schools provide more than academic instruction.
They can offer children opportunities to study their mother tongue, understand traditional literature and maintain connections with local history and religious culture.
Education specialists have emphasised the importance of both family life and schools in passing a language to younger generations.
When students move far from their communities or receive most instruction in another language, the opportunities to practise their mother tongue may change considerably.
The long-term impact will depend on the quality of alternative education, the availability of Tibetan-language teaching and continued family and community involvement.
QUESTIONS REMAIN OVER THE FUTURE OF STUDENTS
The reported closure of three schools has left families, teachers and Tibetan cultural advocates seeking clearer information.
Key unanswered questions include where affected pupils will study, whether teachers will retain employment and what provision will be made for children who previously received financial or residential support.
Independent information about these arrangements remains limited.
The developments have also renewed calls for transparency in education policy and for the protection of minority-language learning.
As education reforms continue across Tibetan areas of Qinghai, the future of community-based Tibetan schools is likely to remain an important issue for families, educators and human rights organisations.
Source: Radio Free Asia, October 23, 2026. Original reporting by Dolkar and Dickyi Kundol for RFA Tibetan.
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