According to the Education Department of Tibet Autonomous Region, by the end of 2015, ordinary middle schools and secondary vocational schools in a total of 21 provinces including Beijing, Jiangsu and other provinces have started offering inland Tibetan schools.

Inland schools have become an important supplementary form of education in Tibet and an important base for personnel training.

During the 1980s, due to the fact that Tibet was hard up for talents, and basic education was relatively weak in actuality, the Chinese Communist Party Central Committee and the State Council organized and commenced Tibetan classes (schools) in inland areas in a major strategic policy decision.

In 1985, the first batch of primary school graduates mostly including Tibetan students went to Beijing and other provinces and cities to study, and in this way a new model of Tibet education was actualized.

30 years after such inland Tibetan classes have been started, there have now accumulated a total of 30,000 people in Tibet with all kinds of talents that went through the Tibetan training classes, and they account for about 1% of the total population of Tibet. The Tibet students who have benefited from the inland education program (schools) have grown to take backbone roles in all walks of life and occupations in Tibet.

Having graduated from the Beijing Tibet middle school, Gutsang Dorje has now become the vice president of the Linzhou County middle school in the Lhasa municipal area. He admitted that the inland education resources and quality far succeeded that of Tibet. Graduates of inland Tibetan classes generally choose to come back to work in Tibet, they have more flexibility in their thinking, they are broader minded, and they have provided vitality to Tibet's economic and social development.

He said, if a Tibetan family brings along a Tibetan child through the inland Tibetan class system, it would not only be an honor for the family, it would also be an honor for the entire village, “they would be holding a Hada, while singing and dancing all of the day".

As another important method for improving the quality of education in Tibet, education targeted aid mechanisms continue to improve. In 2015, Tibet explored a new mechanism for education called the “group form”. Up until to now, all of the provinces and municipalities as well as colleges and universities are investing in this partnered assistance with total investments amounting to more than 1.2 billion RMB.

In addition, starting since 2010, the Chinese Ministry of Education has arranged for 7 universities including Peking University, Wuhan University and others to come together and compose a support team to engage in partner assistance with Tibet University. After 5 years of support, Tibet University has successfully fought to established three doctoral degree programs: Chinese language and literature, ethnology as well as ecology, thereby filling what was once a void - a total lack of doctoral degree programs across the snow covered plateau.

The Tibet Department of Education has stated that, continuing to run the Tibetan classes (schools) throughout the inland as well as improving education partner assistance will be amongst some of the key efforts in education in Tibet during 2016.

At present, about 20,000 Tibetan students are enrolled in inland Tibetan classes to learn.