The Manjughoksha Academy was established in 1995 at Baudha in Kathmandu by a group of teachers who saw a pressing need for a school to cater to both Tibetan children, as well as, to children from Nepal’s remote areas who have close cultural, linguistic and religious links with them.
Although there were many schools in Nepal at that time, there were few that catered to the needs of the many underprivileged children of Tibetan refugees, and of ethnic Tibetans from the remote areas of Nepal. Indeed, few schools were providing a quality education in tune with a modern globalizing world, that sought to promote and preserve Tibet’s unique culture and language. Those few Tibetan schools where the language and cultural aspects were kept alive were often overcrowded and unable to keep up with demand for admissions.
In fact, for many years, parents wanting a quality education for their children felt obliged to send their children to private schools in India. The costs incurred in doing this were high and beyond the means of most parents. Admission policies in India were difficult too. Even then for those children who were schooled in India, the Tibetan language was not a part of their learning.
So it was in this context that we, the founders of Manjughoksha Academy saw a need to establish a school for these needy children. We set out to establish a school that not only offered an excellent modern education but also one that preserved and promoted the Tibetan language, culture and religion; and all this, at an affordable cost.
His Holiness, the Dalai Lama has always advised us about the importance of keeping Tibet’s language, culture, and Dharma alive. Thus, it was clear that the future of Tibetan culture, language and traditions was our responsibility.
In concrete terms, the challenge is to offer a curriculum in which Tibet’s rich culture and religion is embedded and carefully structured. It is thought that achieving this can ensure their survival. It is Manjughoksha’s mission to provide our children with the opportunity not only to learn and to prosper, but also to return to their roots. In this way we believe that our future generations can be raised in dignity and wholeness. The stakes are high not only for our children but also for those who might come and peer over our shoulder in an increasingly complex and troubled world.