To preserve the Tibetan culture and tradition

Tibetan studies is largely constituted by Indological and Buddhist studies. In accordance with the traditional Tibetan educational system, each person should possess the basic knowledge of all the five Mahavidyas, and only after this may one specialise in any selective field. The Institute's basic approach to academic pursuit has always been to keep the above tradition alive and to enliven the students to develop a matured personality.

In contrast to the general attributes of modern education, which include the possession of mere information and authoritarian teaching styles, CIHTS strives to inculcate in the students a learning process based in togetherness and the flowering of wisdom through self-reliant efforts through hearing (Shravam), reflection (Chintan), and meditative experience (Bhavana). CIHTS has adopted these as the pragmatic aims of education.

In pursuance of the above, the Institute is imparting a 9 years integrated course from Madhyama to Acharya through 5 Faculties viz.

1. Faculty of Philosophy (Hetu Evam Adhyatma Vidya)
2. Faculty of Language and Literature (Shabda Vidya)
3. Faculty of Tibetan Medicine and Astrology (Chikitsa Vidya)
4. Faculty of Tibetan Fine Arts (Shilpa Vidya)
5. Faculty of Social Science (Adhunika Vidya)

Teaching at graduate and post graduate levels alone does not suffice to educate the youth in such a vast domain. Therefore, a four years course at the pre-university level was found indespensible. An integrated course of nine years duration right from class ninth standard upto post graduate level was therefore prepared in the following order.

The above mentioned courses are of integrated nature and therefore can not be independent of each other. The main topics in Tibetan studies are normally graded into two main areas. They are:

1. Moola Shastra: the basic texts translated from the Indian Buddhist canon.
2. Sampradaya Shastra: the commentaries on the above written by Tibetan masters/scholars

In Moola Shastra, the present course includes the Abhisamaya Shastra, Madhyamaka Shastra, Abhidharma Shastra, Pramana Shastra and such other Shastras and allied subjects in specifically graded manner in a nine years course schedule.

In the courses of study, the students have to study three languages, viz.

1. Tibetan Language and literature (compulsory)
2. Sanskrit Language and literature (compulsory)
3. Hindi/English language and literature (optional)

In addition to these, students can select one of the following subjects

1. Asian History, Archaeology and Culture
2. Tibetan History
3. Political Science
4. Economics
5. Pali
6. Optional Sanskrit
7. Non-Buddhist, Indian, and Western Philosophy
8. Asian Philosophy

Moreover, students may enter CIHTS through the following streams of study:

1. Ayurveda (Tibetan Medicine)
2. Jyotisa (Astrology)

Traditional Tibetan arts and crafts are also part of the curriculum of the institute.

In keeping with the traditional method of instruction, the students have to commit to memory a certain amount of root-texts every year.

Viva Voce/Debate also forms a part of the examination system at the Acharya level. The tradition of Shastratha or Debate is maintained as an integral and viable part of learning.

The Institute recieves foreign students as non-degree casual researchers provided their research project is approved by the Government of India and is duly recommended by their parent universities. The Institute also recieves foreign scholars under various Cultural Exchange Programmes through ICCR and UGC. The affiliated students are provided library facilities and expert guidance in the field of Tibbetology and Buddhology.

To restore ancient Indian sciences and literature preserved in the Tibetan Language, but lost in the original

The Research Department of this Institute constitutes an important feature with rich resources. It is one of the main goals of CIHTS to restore the lost ancient Indian Literature into Sanskrit from the Tibetan translation. Translation of commentarial works of Tibetan scholars are also undertaken in English, Hindi and Sanskrit.

CIHTS has set up various research units such as a Restoration Unit, Translation Unit, Rare Buddhist Text Research Unit, Dictionary Unit, and Publication Unit. A number of Buddhist texts lost in Sanskrit original were restored with the help of Tibetan Translation into Sanskrit and translated into other languages. CIHTS's general role in promoting the academic atmosphere in this country and its contribution to the fields of Tibetology and Buddhology have now become well known to the world of scholars. To open new dimensions for reorientating many archaic conceptions, organisation of local, national and international seminars, symposia and workshops are encouraged.

To offer an alternative educational facility to students of Indian border areas who formerly availed the opportunity of recieving higher education in Tibet

Prior to 1959, the students of the Himalayan border of India had the opportunity of living in Tibet for advance studies and religious teaching in Buddhism in various monasteries and institutions in Tibet. However, following the tragic developments in Tibet in 1959, the students of the Himalayan border were deprived of this opportunity, and this led to the establishment of CIHTS in 1967.

To revive this lost opportunity, students from the entire Himalayan belt, i.e., from Ladakh (J&K), Lahual, Spiti & Kinnor (H.P.), Kalimpong, and Darjeeling (W.B), Gangtok (Sikkim), Tawang and Bomdila (Arunachel Pradesh) and many other parts of eastern India are provided an equal educational opportunity. Apart from these, students from Nepal and Bhutan also pursue their studies at CIHTS.

To accomplish gains of teaching and scope of research in traditional subjects in a framework of the modern university system of education with the provision for award of degrees in Tibetan studies

In order to accomplish the gains of teaching and scope of research in traditional subjects in a framework of the modern university ssytem, CIHTS impart time-bound courses of study, written examination and award of degrees.

The entire course of a year is imparted in two semesters. A course schedule of every class is prepared by the concerned teacher at the beginning of the semester. It is mandatory for any student to write an assignment for each subject. Additional class lectures are organised inviting scholars from outside. General lectures, seminars, and workshops are part of the regular activities of CIHTS.