After reforms in the 1980s, Tibetan language became the teaching medium in primary schools. However, Chinese language is the medium of teaching in secondary schools. Tibetan children who get into secondary school are at a serious disadvantage compared to their Chinese classmates, who receive all their education in the same language. Of those children who do continue, only one third complete the six years of secondary school. Tibet has an average of 2,122 and 3,850 per 100,000 people for senior and junior middle school education respectively.
Chinese classes get better teachers and better facilities.
Because of the language difficulties, Tibetan classes drop behind and are unable to finish the syllabus. In exams, not only are they competing against children who are using their mother tongue, they are also being confronted with topics which they have never been properly taught. An examination allowance of 20 points, given to Tibetan children to make up for the language handicap, is presented as a magnanimous gesture towards Tibetan students because they are alleged to be less intelligent than Chinese. At tertiary level, Tibetans are generally channelled into the field of Tibetan studies. This is the only area where serious academic research by Tibetans is flourishing, although this too is often hampered by the need to adhere to the official view of Tibetan history.