(三)社會(huì)建設(shè)全面進(jìn)步，各項(xiàng)事業(yè)呈現(xiàn)欣欣向榮的局面
舊西藏沒有一所現(xiàn)代意義上的學(xué)校，寺院壟斷著教育，僅有極少數(shù)僧官學(xué)校，絕大多數(shù)學(xué)生是貴族子弟，廣大農(nóng)奴和奴隸被剝奪了受教育的權(quán)利，適齡兒童入學(xué)率不到2%，青壯年文盲率高達(dá)95%，現(xiàn)代科技更是一片空白。1951年至2010年，國(guó)家累計(jì)投入西藏教育經(jīng)費(fèi)407.3億元，有力地推動(dòng)西藏教育事業(yè)發(fā)展。如今，西藏已經(jīng)建立起一個(gè)涵蓋幼兒教育、小學(xué)教育、中學(xué)教育、職業(yè)教育、高等教育、成人教育、特殊教育等具有地方特色和民族特點(diǎn)的現(xiàn)代教育體系。2010年，西藏?fù)碛衅胀ǜ叩冉逃盒?所，各級(jí)中學(xué)122所，小學(xué)872所，各類在校學(xué)生達(dá)50多萬人。內(nèi)地西藏班在校生總數(shù)2萬余人；在內(nèi)地12省市42所學(xué)校開辦中職班。目前，西藏適齡兒童入學(xué)率、初中入學(xué)率、高中入學(xué)率和高等教育毛入學(xué)率分別達(dá)到99.2%、98.2%、60.1%和23.4%，青壯年文盲率下降到1.2%，15周歲以上人口人均受教育年限達(dá)到7.3年。國(guó)家對(duì)農(nóng)牧民子女和城鎮(zhèn)困難家庭子女實(shí)行包吃、包住、包學(xué)習(xí)費(fèi)用的“三包”政策，涵蓋學(xué)前、小學(xué)、初中和高中階段，目前，“三包”經(jīng)費(fèi)年補(bǔ)助標(biāo)準(zhǔn)達(dá)到2000元。科技事業(yè)從無到有，迅速發(fā)展。2010年，西藏共有各類獨(dú)立科研院所34所、民營(yíng)科研機(jī)構(gòu)9所、農(nóng)牧技術(shù)推廣機(jī)構(gòu)140個(gè)，各類專業(yè)技術(shù)人員52107人，完成國(guó)家及自治區(qū)重點(diǎn)科技項(xiàng)目3253項(xiàng)。經(jīng)濟(jì)發(fā)展中的科技含量明顯提高，其中科技對(duì)經(jīng)濟(jì)增長(zhǎng)的貢獻(xiàn)率達(dá)到33%，對(duì)農(nóng)牧業(yè)增長(zhǎng)的貢獻(xiàn)率達(dá)到40%。
3. Tibetan society has progressed in an all-round way, with all social undertakings flourishing.
In old Tibet there was not a single school in the modern sense. Education was monopolized by monasteries, and there were only a limited number of schools run by monks and officials. Almost all students in such schools were children of the nobility. The masses of serfs and slaves had been robbed off the right of receiving education. The enrollment rate for school-age children was less than 2 percent, while the illiteracy rate was as high as 95 percent among the young and the middle-aged, to say nothing of ignorance of modern science and technology. From 1951 to 2010 the central government invested 40.73 billion yuan to give a boost to Tibet’s education. Now, Tibet has basically established an educational system with special local flavor and minority ethnic characteristics, which includes pre-school, primary and middle schools, secondary vocational and technical schools, institutions of higher learning, and adult and special education institutions. In 2010 Tibet had six institutions of higher learning, 122 junior and senior high schools, and 872 primary schools. The total enrollment was over 500,000. More than 20,000 Tibetan students are studying in Tibetan classes in schools of the hinterland. In 12 hinterland provinces and municipalities of China, 42 secondary vocational schools have classes for Tibetan students. Now the enrollment rate for primary school-age children of the Tibetan ethnic group has reached 99.2 percent; that for junior high school, 98.2 percent; that for senior high school, 60.1 percent; and that for institutions of higher learning, 23.4 percent. The illiteracy rate among the young and the middle-aged has fallen to 1.2 percent. The average educational period of people above 15 years old in Tibet has reached 7.3 years. The children enjoy “three guarantees” for compulsory education, i.e., the state guarantees all tuition as well as food and lodging expenses for students from Tibet’s farming, pastoral or impoverished urban families from the pre-school period all the way to the senior high school period. Subsidies for each student in this regard have reached 2,000 yuan per year.
Science and technology in Tibet started from scratch and are growing rapidly. In 2010 Tibet had 34 independent scientific research institutes at various levels, nine private research centers, 140 organizations at various levels for popularizing science and technology in the fields of agriculture and animal husbandry, and 52,107 professional technical personnel who have com-pleted 3,253 key scientific and technological programs at the autonomous region and state levels. The scientific and technol-ogical content of economic development has increased mark-edly. The rate of contribution made by science and technology to overall economic growth has reached 33 percent, and that to the growth of agriculture and animal husbandry, 40 percent.
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