Since the inception of the school in 1994, it has been giving four months of annual vacation during the cold winter months. As there is little productive work  in Lo- monthang during these cold winter months, most of the population migrates to the warmer climes of Pokhara, Kathmandu or even to Northern India, for trading,  to supplement their income. So the students must also leave along with their parents or relatives. The populace returns home only at the end of the winter, or in early spring, when conditions become easier.

This situation has created some concern for the school authorities,  and parents, as the steady scholastic learning curve suffers with such a long lapse from studies. Several discussions were held by the school management committee  to try and find  an alternative  solution to this problem. Finally it was  unanimously agreed  that the best solution was to allocate budget for a three month winter class to be held in Kathmandu.  The classes were to be held in a rented premises. For the first four consecutive winter vacations, the school could not afford to raise the necessary budget for the cause, despite the utmost effort of the authorities concerned.

For the '98-99 winter,  with a little faith and a lot of good luck, the school managed to run somehow. Donations accumulated  in the  bank  were put to a good use and the school was a success.  As AHF directed us, around the end of the summer session, we formally submitted the five year winter class budget proposal, along with  the  summer class session proposal.  Accordingly, the AHF released the required funds.  So this season (1999-2000), the winter program  has been better organized and more successful than in the previous years.

Non monastic subjects are taught along with the religious program and the school can function as planned- progressing further ahead in the years to come.

As described in the school brochure,  (as well as per AHF rules), a nine member committee  has been formed, as well as a sub committee of four monks, known as NGERPA.  The responsibility of NGERPA is to care for, and run, the day to day activities and routine  of the school, and the monastery as a whole. Unlike the first committee, NGERPA changes annually.

During the winter months, one NGERPA monk  cares for the monastery and theschool at Lo Monthang.  The other three monks attend the winter program  as teachers, operating the school. As a total, there are three monks and two lay teachers and one cook. The elderly monks  who have no place to stay during the winter months are  also taken care of by the school. The number of monks ranges from four to seven.

Around the end of the  summer school session, the next year's NGERPA  gets elected. Then the winter school program dates are finalised  with the school Principal and the newly elected NGERPA. The students' arrival dates at Kathmandu  get announced to the parents and the students.  The respective parents are responsible for bringing their child to the  school in Kathmandu at their own expense. Most of the  students are escorted by their parents or a close relative, who are heading down for the winter migration. Others come along with the elderly monks.

The journey to Pokhara,  either by horse or by foot takes about 7-8 days, but those who are lucky enough to take the plane for the thirty minute flight  from Jomson  can make the entire journey in about four days. Two weeks  before the end of the winter program, students and teachers are informed  of the dates for the summer program. This allows everyone time to make their  plans to return to Lo- Monthang by the   required time .

The aim of the program is to ensure a steady learning curve for the students. Unlike the summer season  subjects, only four subjects are focussed on during the winter program. These are - Tibetan grammar, English, Nepali, and the Scriptures, with more emphasis on monastic subjects. (this includes learning scriptures by heart, oral presentation, with action and various ritual practices).

To attend Sakya annual  Monlam  Chenmo Festival at LUMBINI  for two weeks and als o to other worthwhile pilgrimage places.

To improve efficiency of learning  by:-

1/  widening the student's perspective

2/ giving practical education experience

By:- Pema Tsering (Principal)