About Us

Tibetan Children's Village School Selakui

As originally planned admission to this school is based selectively on merit and open to Tibetan students from different schools in exile. Mr. Duke Tsering, a former student of TCV, Dharamsala who was a senior teacher was appointed as its first Headmaster.

In early 2004, recruitment of necessary teachers and administrative co-workers was completed. After selection criteria and process of conducting special entrance tests were worked out, 198 students from class V-VII within TCV schools joined their new school on 1st July 2004. Today, this school is one of the Tibetan elite schools in Exile India where students are educated till class XII Science.

I would like to thank all our staff and students for being such a wonderful contributors of wisdom, courage and compassion for our common mission. I would also like to share my sincere appreciation to all our benefactors for standing firmly with us as a reliable support all along our noble journey.

Mr Duke Tsering — Former Principal
Champion School at a Glance
0 K+
Current Enrollments
0 +
Qualified Staff
0 +
Clubs & Activities
0 +
Active PTFA Members
Mission Statement

The mission of the Tibetan Childrens Village (TCV) an integrated charitable organization is to ensure that all Tibetan Children under its care receive a sound education, a firm culture identity and become self reliant and contributing members of the Tibetan Community and the world at large.

Our Goal
  1. To provide parental care and love
  2. To develop a sound understanding of Tibetan identity and culture
  3. To develop character and moral values
  4. To provide effective modern and Tibetan education
  5. Provide child-centered learning atmosphere in the schools
  6. Provide the environment for physical and intellectual growth
  7. Provide suitable and effective life and career guidance for social and citizenship skills
Our Philosophy
  • Learning needs to be joyful yet challenging;
  • Compassion is the key to solving problems of unsatisfied students and staff;
  • Vision devoid of ethical values is vulnerable;
  • Age-appropriate curriculum designing is worth investing;
  • Self-directed learning is worth encouraging;
  • Age-appropriate experiential learning must be in the top priority;
  • Need to assimilate value education and life skills across all curriculum;
  • Development of skills should be treated more important than learning facts & and figures;
  • Smart use of ICT (Information communication technology) will significantly enhance students’ learning;
  • Quality learning requires quality time and quality time needs quality planning;
  • Deep-learning is superior to broad-learning in helping students become competent;
  • Intrinsic motivation is more reliable than extrinsic motivation in helping students become transformational leaders;
  • It is useless to continue investing resources on projects or systems that failed empirically on multiple times;
  • Learning to ask intelligent question is more valuable than regurgitating memorized answers;
  • Creative planning, clear communication, collaborative effort, critical evaluation and character development are the five key skills required to navigate successfully through 21st century tempest!

Tibetan Children's Village

Following the Chinese occupation of Tibet in 1950 and His Holiness the Dalai Lama’s flight to India, it was quickly apparent that one of the most critical needs of Tibetan refugees was finding a means to care for the many children who had been orphaned or separated from their families during the arduous escape from their homeland. His Holiness promptly recognised that the future of Tibet and its people depended upon the younger generation. With this in mind and out of concern for the miserable conditions under which so many children were suffering, His Holiness proposed that a centre for destitute children be established in Dharamsala.

On 17 May 1960, fifty-one children arrived from the road construction camps in Jammu, ill and malnourished. Mrs. Tsering Dolma Takla, the elder sister of His Holiness, volunteered to look after them. Initially these children were assigned to members of the Dalai Lama’s entourage, but before long the Government of India offered its assistance, renting Conium House to accommodate all the children together. At that time, the centre was under the name “Nursery for Tibetan Refugee Children.”

Originally, the Nursery for Tibetan Refugee Children provided only the basic care for children. When they reached the age of eight, they were sent to other residential schools established by the Government of India. But eventually this arrangement could not be continued, as all the residential schools became filled to capacity. This left the Nursery to find a solution to problem of overcrowding. Thanks to the foresight and courage of Mrs. Jetsun Pema, the then Director, it was decided that the Nursery had to grow and expand despite many apparent obstacles.

From its humble beginning, Tibetan Children’s Village has today become a thriving, integrated educational community for destitute Tibetan children in exile, as well as for hundreds of those escaping from Tibet every year. It has established branches in India extending from Ladakh in the North to Bylakuppe in South, with over 7,195 children under its care.

Today, we are proud to see young people from our villages serving the Tibetan community in different capacities and, at the same time, accept that there are a few children who have not fared so well. In this respect, extensive efforts are being made to further improve the lives of our children, bearing in mind the lessons and shortcomings we have experienced in the past. Though much has been achieved, we still have a long way to go in fulfilling our aims and objectives of providing the children under our care with the necessary resources and the opportunities to develop their abilities to the fullest. As has been highlighted by His Holiness the Dalai Lama in his message on our 35th Anniversary; “the future direction of our programme will be in the field of further education in specialised studies to meet the human resource needs of the community during our period in exile and more importantly when the time comes for us to go back to our homeland…” We shall endeavour further to improve the quality of our children’s education and their cultural and social upbringing without necessarily sacrificing the simplicity of our exile life-style.