Reflections on Higher Education

The following are the reflections of Prof.K.T.Sebastian on Catholic Higher Education.

Prof.K.T.Sebastian is one of the leading Catholic theologians of India and has spent much of his time and  energy to highlight the role of the laity in the Church.His contribution to the Church of India and to the Catholic Church of Kerala in particular is beyond parallel.

A.GENERAL

1. Christian Education- (Higher and General) is part of the pastoral ministry of the church. It is campus ministry – part of youth ministry. ‘Signs of the time’ indicate its relevance.

2. Christian education is the continuation of the prophetic mission of Christ; of the Church; Hence its importance in the pastoral planning at the local and eparchial levels, and also at the level of the Syro Malabar Church itself.

3. The teachings of the Church before and after Vatican II and  The Declaration of the Council itself on Christian Education (GE) highlight Christ’s presence on the Campus.

4. The identity of the Christian College needs deeper study. It should form an important part of orientation / training programme for the new recruits. The individual colleges, or colleges of each diocese may take the effort.

5. Facilitating Co Ordination between Diocesian authorities and Religious Congregations in the conduct of colleges – There should be common norms in the admission of students, appointments of teachers , fundraising, participative leadership etc. There are several instances of tension and ill feeling between the Diocesan authorities and religious superiors in the management of schools and colleges. This often tarnishes the image of our institutions. The Education office of the Syro – Malabar church can prepare the norms after proper consultation in this regard. he establishment of Diocesan corporate management of schools and colleges will be an effective solution.

6. The charge of commercialization of higher education - a recent  phenomenon. The higher authorities of the Syro- Malabar Church shall take steps to see that transparency and accountability prevail in our institutions – How to counter the charge of profit making?. This is to be strictly avoided whatever may be the justification for that practice. The end does not justify the means.

B. QUALITY EDUCATION (Christian vision)

1. Christian (Catholic) Education is more than good education (quality education) in the general sense. It is good education plus Christian formation (catechetical and liturgical) and witness of life (G.E.n.2). The identity of the catholic school/ college is its emphasis on faith formation.

2.The quest for excellence. Achievement of quality or excellence is the result of the continued effort of the staff, principal and management.

3.A new understanding of the manager’s role. It is one of inspiration, encouragement, and of humble service (Christ as model). This is in contrast to the old idea of exercise of authority and power, esp. power to suspend , transfer the staff.

4. Creativity. The most important role of the manager / principal is to promote creativity of staff and students. Creativity will flourish only in an atmosphere of freedom. Creativity of students is to be recognized through the award of prizes, of teachers through incentives and public recognition of merit (not merely academic) shall be the only criterion for this selection and appointment and promotion to the next grade. This will be possible only when our institution become autonomus. Autonomy is to be earned rather than granted.

5.Transparency. Transparency is to be insisted in the admission of students and appointment of teachers. Clear norms and criteria, guidelines etc shall be the basis for transparency. Guidelines are to be formulated by experienced exponents of  Christian education.

6. Minority rights are for the safeguard of the Christian identity of our educational institutions – not for the protection of vested interests. The education council of the Syro –Malabar church and the diocesean councils  are duty bound to evaluate their performance.

7. Need for Paradigm shift for greater effectiveness.(Ref. Chapter VI – All India Catholic Ed. Policy.2007). The National policy on Education.(1986) begins with the sentence  “There are moments in history when a new direction has to be given to an age-old process. That moment is today” Catholic Education Policy quotes this sentence in its epilogue of this document What is said about the national scenario is very much true of the Catholic education in India. Syro- Malabar church included in spite of its long history; its human and material resources etc. Our church has to seek new horizons; new ideas; innovative methods, systems approaches etc.

                               Just one example, In Kerala the most important and powerful Teachers Association are for the enhancement of salaries and redress of grievances. Academic interest is nominal. But in educationally advanced countries Teachers’ Association are primarily academic bodies organized for the advancement in the subject which they teach. Thus there are Associations of Maths teachers, Physics, Geography etc.

8.Co education at post graduate level of Arts and Science colleges. Most of the students are girls. Scarcity of men teachers – (the boys go for professional courses) At  men’s colleges ladies are not appointed even though the majority of the P.G students are girls. Is a uniform policy in this regard possible or desirable?

9.The need for frequent departmental meetings to discuss academic matters. Brain storming sessions – Educational tours, visit to autonomous colleges, deemed universities, research centres etc are suggested.

10.Updating Teaching- Learning process- a combination of classroom lectures, seminars, presentation of dissertations followed by discussion. Dictation of notes is  to be eliminated. Arts students are  to be encouraged to  spend more time in the Library and science students, in the Labs. The most creative part of education seems to be discussion with professors and participation in the inter collegiate seminars on specific themes. Such programmes can be facilitated by the Education Department of the Syro- Malabar church. Such programmes must be open to Christian as well as other institutions and academic bodies.

                                                                                   Prof.K.T.Sebastian         Email:profktsebastian@gmail.com.

            

                                                            

Career Guidance-Resolution of the Committee

FIRST REPORT OF THE COMMITTEE ON CREATION OF EXCELLENCE AND CAREER GUIDANCE

                                          IN INSTITUTIONS OF HIGHER EDUCATION

                                                 OF THE SYRO MALABAR CHURCH

The Committee was constituted on conclusion of the Seminar on Higher Education which was held at St. Thomas Mount, Kakkanad on the 20^th of July under the beneficent direction of His Eminence the Major Archbishop of the Syro Malbar Church. Proceedings of the Committee received the guidance and active support of Fr. George Madathiparambil, ex- Vicar general of the Syro Malabar eparchy in the US. Members of the Committee comprising Senior Teachers and Administrators of institutions of higher education held detailed discussions and shared their rich experiences in the light of guiding principles elucidated in the course of the seminar and further illuminated in the light of papal encyclicals and other important pronouncements of the Church brought to its attention through the efforts of Rev. Fr. George who moderated the discussions. The following exhortations contained in Papal Encyclicals provided the central focus in the Committee’s deliberations:

The Document on Education of the Second Vatican Council proclaimed by Pope Paul the VIth on 28^th October, 1965 called upon Catholic educational institutions not to be remarkable for its numbers, but for their pursuit of knowledge and reminded them of their duty to do all they can,  “to promote for all peoples the complete perfection of the human person”.

In a similar vein, Pope Paul II in his celebrated encyclical “Ex Corde Ecclesiae” issued in August 1999 emphasized the mandate of Catholic institutions to, “explore courageously the riches of revelation and of nature so that the united endeavor of intelligence and faith will enable people to come to the full measure of their humanity, created in the image and likeness of God”.

The CBCI document entitled “All India Catholic Education Policy” and issued on May 25^th 2007 has also characterized education as ‘an essential tool for the full development of individuals and empowerment of people’. It said emphatically, “The Church sees education as an agent of transformation”. In a striking phrase, Pope John Paul described a catholic educational institution as embodying “the fecundity of the Christian mind in the heart of every culture”.

Drawing inspiration from such profound and enlightening pronouncements, the Committee set down to itself the task of attempting to identify those areas of the Christian educational system of the Syro Malabar Church that need ‘the united endeavor of intelligence and faith to enable people to come to the full measure of their humanity’ and to ‘promote the complete perfection of the human person’, as insightfully articulated in the Papal Encyclicals and reiterated in exhortations by the CBCI. The primary focus for the Committee therefore remained rooted in exploring to what extent the twin pursuits of intellectual development and moral and ethical edification of the young have been receiving the highest priority in the educational endeavors of Catholic institutions and to recommend suitable  remedial measures if, in case, it is found these preeminent principles and objectives have not been steadily kept in view in formulating schemes of study and in the formation of character and personality of the young. The following analysis of the current system of education emerges from discussions held:

1.       Faculties of critical reflection and analysis that are fundamental in mental development and intellectual refinement remain stunted because of over- dependence on learning by rote;

2.       Communications skills remain undeveloped as the examination system provides no incentive or reward for acquiring such skills and on the contrary, tend to discourage efforts in this direction;

3.       Emotional maturity and inter personal relations do not figure in the scheme of instruction which remains confined to promoting ruthless competition and the pursuit of individual ambition;

4.       Individual aptitudes and natural inclinations of the young are disregarded in the obsessive preoccupation with securing their entry into professions that promise early monetary gains;

5.       Ethical and moral orientation and adherence to value systems are often perceived as irrelevant to education and, in adulthood, as impediments to individual success and material progress;

6.       Social Sciences and the Humanities, as also language studies that promote a humanistic culture and a liberal outlook are often excluded from the scheme of studies in schools and colleges.

The Committee found after detailed deliberations that the reasons for distortions that have crept into the objectives and practices of higher education are a complex mixture of societal, familial and individual value systems that have been heavily influenced by the market economy and the prevailing consumerist culture on the one hand and the lack of educational innovation and reform, compounded by ideological aberrations of political leadership, on the other. While several among such serious distortions are not immediately amenable to Church intervention, certain important aspects of the problem have emerged from the discussions and call for remedial action at the level of teachers and managements of higher education. These are briefly indicated below:

(a)    The blind pursuit of the so called professional courses stems partly from ignorance about alternative  career opportunities available to the young;

(b)   Lack of guidance at the appropriate stage is responsible for students opting for courses that are not in consonance with their natural aptitudes and unsuited to their personal inclinations;

(c)    Graduate and post graduates often fail to secure employment because of the neglect of language study, both at school and in college;

(d)   Failure in competitive examinations results mainly from neglect of newspaper reading and ignorance about current affairs;

(e)   Teachers fail to provide guidance partly from lack of training and orientation and partly from want of incentives and encouragement for making such extra efforts;

(f)     Teachers further fail to provide information about career opportunities and to prepare students for competition because teachers themselves do not read widely and follow up events regularly and studiously with the serious intention to keep students updated about important developments in the nation’s economy, polity, society and environment.

The Committee is of the considered view that unless remedial measures are urgently undertaken, the current drift and lack of direction that cripple the initiative and enthusiasm of educated youth can lead to a disastrous situation of social instability and insecurity. Huge numbers of the young who enter colleges every year( over 2.5 lakhs in 2012)raise the specter of unemployment and the resultant social turmoil and instability in an era of the affluence of the few and the scramble for glamorous possessions that globalization and the market economy constantly and unremittingly display to the young.

One important concern of the colleges, the parents and of the community as a whole remains to be considered; that is the serious erosion of ethical and moral values among the youth. The materialistic philosophy espoused by the market economy has undoubtedly taken hold of their minds and has altered their perspectives on values in life. Reasons are too well known to require reiteration; what is more to the present purpose is to see if college education can be made congenial for the growth of a positive attitude towards religious and ethical values and to counter  the onslaught of the venality and the materialism of the market economy. The only agents of change, if higher education is to be transformational as envisaged by the CBCI, are teachers to whom the idealist young look up to for inspiration and guidance in moral conflict as well as in their academic crises. Attitudinal orientation of teachers as regards their moral responsibilities to the young is easier said than done. The Committee is of the view that the teaching community needs to be frequently exposed to orientation courses for moral and ethical edification and for incentivizing active promotion of values among students.

On the basis of its detailed discussions and studies of related literature available on the subject of reforms in higher education, the Committee would like to make the following suggestions and recommendations for consideration of the Synod of the Syro Malabar Church:

1.       There is an urgent need to reorient Catholic institutions as regards their prevailing preference for professional education and to promote in them an appreciation of the humanizing influence of the liberal arts and the social sciences so that young students are encouraged to take up study of socially significant subjects and to follow their natural aptitudes in choosing courses and  careers, rather than blindly follow popular trends or succumb to monetary considerations;

2.       Professional help by qualified and experienced psychological counselors be provided in every college, if possible, for help of students to identify their aptitudes and to help tide over personal and emotional crises;

3.       A few teachers to be trained in every institution to study emerging career opportunities and their skill requirements so that student talent can be meaningfully matched at the time of selection of courses at the time of admission and for selection of careers on completion of study

4.       Teachers selected for career guidance be paid adequate monetary compensation and rewards for specialized training and work;

5.       Principals of all colleges may be assembled to secure their whole hearted cooperation in improving quality of instruction and motivation of students and asked to depute teachers in charge of career guidance to undergo orientation camp at a central location.

6.       Leadership camps be organized for selected students who may be expected to serve as change agents and catalysts for promoting the pursuit of excellence in the student community at large.

The Committee earnestly believes that these initiatives will help in bringing about an attitudinal change on the part of all stake holders and set in motion a process of reform that can improve the overall academic environment and infuse a culture of purposeful education that aims at the promotion of excellence while at the same time sustaining an unflagging faith in values.

Abraham Kurien IPS, Chairman of the Committee.  Marian College, Dated 20^th July, 2012.

Conference on Higher Education in Kerala-Summary of the Talks

Summary of the discussions and talks of the Conference on Higher Education in Kerala held on June 30,12

H.G. Mar Aandrews Thazhath, in his Presidential address, talked about the hesitations and questionings in the minds of many people with regard to the role of the Church in the field of education when the Church is being opposed by people hostile to its ministry in the educational sector.

He found the answer to such hesitancies in the words of Jesus when He asked his disciples to teach and to heal. As it is the primary duty of the Church to teach and to heal, it would always get involved in the field of education and never run away from its responsibility in this field. Even though  for a time the Church experienced a lot of hardships in the running of its institutions, later the role of the Church  was acknowledged because  it  stood by certain principles and also was functioning within the ambit of the protection given by the Minority Rights enshrined  in the Constitution.

He bemoaned the lack of autonomy for colleges and the absence of Deemed universities or a Private University in Kerala. Explicating the Educational policy of the CBCI as detailed in its  Document in 2007, he mentioned the need for Quality, Values  and Affordability in our educational system.

Quoting the words of Pope Benedict XVl, he said the purpose of education is “to become what you are”. The Pope then defined that our identity comes from being the children of God. So the purpose of education is to make one a better person.

The Church cannot, hence, shirk its responsibility in the field of education but has to continue to be present with vigor and enthusiasm.

The Major Archbishop in his Inaugural Address emphasized the role of the Church in education as part of its evangelical mission. The mission of the Church is to be a light to the world and that mission has to continue unabated. He added that the Church had played an important role in Education which was evident from the great investment the Church put through men and material resources in the educational development of India. The role of the Church to spearhead educational progress has inspired other communities to work in this field.

H.B. wanted the participants to reflect on the educational policy of the CBCI and examine their commitment in the light of the KCBC reflections on that document.

He wanted the other Churches too to reflect on their roles in the light of these documents so that a common policy can be arrived at.

H.B. mentioned the need for an annual conference to evaluate our role and ministry in the field of education  and  asked the participants to express their views openly so that all can work with more conviction and commitment in this field.

Justice Cyriac Joseph in his key-note speech mentioned that the Church sees education as an agent of transformation.

 The importance the Church gives to education is seen from the fact that the church has invested heavily in education.

These educational institutions are the result of our hard effort and we should be proud of them. But there are some criticisms of the management of these institutions. Those mistakes have to be rectified.

We are gathered at a time when there are a lot of people questioning the role of the Church in the field of education.

He mentioned the recent observation of the High court with regard to low pass performance of some of the engineering colleges. If the Catholic colleges are in this group, ways have to be devised to improve their standards.

Are our young people capable of passing Civil Service exams?

He sees a slow diminution of the meaning of Minority rights in some of the recent decisions of the court. No more it is possible to expect the kind of protection that was available in the past.

Some may ask why the minorities should have special protection when the majority is not endowed with such a protection.

But just because we experience difficulties, we cannot just abdicate the protection that is given to us through the Minority rights.

We have to understand the content and breadth of the minority rights. These rights make the minority not only to enjoy equality in law but also in fact.

Our institutions are reputed for the high quality of education .But this quality should be Christian. Quality should be shown as a Christian value. There should be a training of the heart.

Our emphasis should not be on the beauty of the buildings, but on the building up of the character of the students. It is the inner beauty that is to be emphasized.

The Catholic institutions should never seek donations for admissions or appointments.

We should never run our institutions abdicating our Christina values.

We should also emphasize programs outside the syllabus—Non-formal education should be given a role.

Organizations for the development of the Christina leadership should be encouraged. KCSL, AICUF etc have to be re-energized.

We need more value-oriented teachers---Teachers' guilds and Newman associations etc have to be promoted.

Catholic hostels have a role to play and they should be promoted.

Teachers in private colleges should not be allowed to have political roles. They should be free from party politics.

Abp.Mar Joseph Powthil, speaking on the relevance of the Church  in education emphasized the responsibility of the parents in the matter of choosing the right method of education for their children. Catholic education is a right that is given under the freedom of religion. The parents have the right to send their children to Catholic schools and convey their faith to the children.

The Church has a role to play for the society and it has to work towards developing the integral growth of every human being.

It is the responsibility of the Church to give Catholic education.

The Church has an obligation to the society to work for the development of the people.

The special feature of the Catholic education is that it is oriented towards the development of the whole person.

Marxian philosophy  deals only  with the material aspects of human life and hence is one sided.

We have to seek our roots. Without knowing the roots, we cannot be a part of the whole. The destruction of the roots would definitely destroy the whole too.

We have to be always vigilant to protect our rights.

Dr. Babu Joseph stressed the need for autonomy for the colleges of Kerala.

Introduction of autonomy will solve a lot of problems in the educational sector. Certain level of excellence is needed in order for the colleges to attain autonomy.

We have 374 autonomous colleges in 19 states.

The advantage of autonomy is that the colleges get administrative and academic freedom.

There are also two other levels of University Education in the planning of the Central Government: Deemed Universities and Innovative Universities.

14 innovative universities are planned by the Govt.

In the session on Catholic Education—Principles and Values, Dr. Ruble Raj dealt with the values and philosophy of Christian education.

Education is not just  a cultural process; it is also a spiritual duty.

Quoting the CBCI document of 2007, he mentioned that education is a transforming process. This transformation is spiritual, liberal and humanizing.

We have guided missiles but misguided young people.

Education liberates us from selfishness, egoism, narrow-mindedness and superstition.

Five Cs of Education in the CBCI document:

Character formation, Competence,Conscience,compassion and commitment.

The presence of a chapel in the campus adds to the Catholic character of the college.

Gospel love should permeate the campus. It involves giving love, sharing love and the  recognition of  human dignity.

Two cities as symbols—Nineveh and Tarshish.

Catholic colleges should be like Nineveh.

Abraham Kurien stressed the need to train students for jobs that are suitable for their aptitudes.

Mad pursuit of professions erodes their values.

 A One year separate course is needed to make the students well prepared for the choice of their careers.

Fr.Tomy Padinjareveettil, Dr.Joseph Framcis, Joseph Mathew, Fr.Chalil ,Fr.Kariyil,Dr.Joselet and Prof.Menacherry intervened during the  discussion on this matter.

Mr. P.T.Kuriakose intervened to say that there was a perception problem and some of our institutions are seen as centers of extortion. We have to establish our credibility. Evangelization is the mission of the Church.

Prof .K. T .Sebastian pointed out the credibility gap at the heart of our education ministry. He also added that because of the lack of creativity, our colleges are stagnating.

The Major Archbishop wanted further discussions and consultation on six lines of action and wanted small committees to work in six groups to make their presentation on those six lines of actions.

The Six committees are the following:

Career Guidance and General Excellence

On line courses

Partnerships with Foreign Universities

Private University

Probity in Administration and Minority Rights

Ethical Values

Fr.George Madathiparampil in his introductory speech outlined the main themes of the Conference underlining the great contribution the Church made in the field of Higher Education and stressed the need to move forward with a new vision, retaining the great heritage of the past.He urged the participants to live locally but to think globally. He also added that diversity is wealth but division is the way to destruction.

Prof. Stephen Mathews explained through a power point presentation prepared by Vince Marin of Chicago  the need for partnership Foreign Universities.

Prof. Raju George of Mary Matha College proposed the vote of thanks. Dr Beena Manoj of St. Teresa’s college coordinated meeting.

Catholic Higher Education in Kerala

The Catholic Church in Kerala has invested heavily in education and has contributed immensely to the overall development of Kerala as well as to national integration.

 Our educational institutions have been in the forefront in increasing the opportunities for all irrespective of caste or religion.

 Those who have passed through Catholic   educational institutions know that those institutions of the Church have never discriminated against any caste or creed and have been a welcome place for people following different religious persuasions.

 We gather here today  to make an assessment of our contributions and to look at  ways in which we can cooperate with  one another in this effort more closely as well as to propose steps for further  improvements in the way we run our institutions.

 Transparency and fairness in the management of our institutions should be manifested to the public more clearly. We also have to update the existing level of the learning processes in our institutions. In a world of globalization and IT revolution, we have to devise ways in which we can become partners with other institutions working in this filed.

We have also to look for ways in which we can cooperate with institutions of Higher Education in India and use the resources that are offered by the UGC and the Central government.

Autonomy was granted by the UGC several decades ago but Kerala colleges are deprived of the benefit of autonomy. The demand for granting autonomy to colleges in Kerala has to be raised more vociferously.

As we reflect on our commitment and contributions in the world of Higher Education, it would be very appropriate for us to deepen our understanding of the mission of the Church in the light of the Papal pronouncements as well of the Vatican Council 11.

Papal Statements:

The Document on Education of the Second Vatican Council, Graivissimum Educationis, proclaimed by Pope Paul VI on Oct.28,1965 has the following observations on the mission of the Church in the field of education:

“The Sacred Synod heartily recommends that Catholic Colleges and Universities be conveniently located in different parts of the world, but in such a way that they are outstanding not for their numbers but for their pursuit of knowledge.

“The Church is bound as a mother to give to those children of hers an education by which their whole life can be imbued with the spirit of Christ and at the same time do all she can to promote for all peoples the complete perfection of the human person.”

 The Apostolic Constitution, Ex Corde Ecclesiae issued by Pope John Paul II in August 1990 states:

“The Catholic University is distinguished by its free search for the whole truth about nature, man and God. The invitation of St. Augustine, “Intellige ut credere; crede ut intelligere” is relevant  for Catholic Universities that are called to explore courageously the riches of Revelation and of nature so that the united endeavor of intelligence and faith will enable people to come to the full measure of their humanity , created in the image and likeness of God.

“Scientific and technological discoveries create an enormous economic and industrial growth, but they  also inescapably require the corresponding necessary search for meaning in order to guarantee that the  new discoveries be used for the authentic good of individuals and of human society as a whole.

A Catholic University is called in a particular way to respond to this need: its Christian inspiration enables it to include the moral, spiritual and religious dimension in its search and to evaluate the attainments of science and technology in the perspective of the totality of the human person.

“Catholic University is one of the best instruments that the Church offers to our age which is searching for certainty and wisdom.

Dealing with the identity and mission of the Catholic universities, the Apostolic Letter has the following to say:

“Every Catholic University as Catholic must have the following characteristics:

1. A Christian inspiration not only of the individuals but of the University community as such.

2. A continuing reflection in the light of the Catholic faith upon the growing totality of knowledge

3. Fidelity to the Christian message as it comes to us through the Church

4. An institutional commitment to the service of the people of God.

“In a Catholic University, Catholic ideals, attitudes and principles penetrate and inform University activities---promoting dialogue between faith and reason and enabling students to attain an organic vision of reality.

 The CBCI document on Education, “All India Catholic Education Policy” (May 25, 2007) has the following comments to make:

“Education has been a major concern for the Church, as she perceives it as an essential tool for the full development of individuals and empowerment of people. The Church sees education as an agent of transformation.

“Our schools and colleges must continue to remain sensitive and respond appropriately to the legitimate assertion of regional and cultural identities by different groups. By providing education to all, irrespective of caste, color, creed, the Church does make a distinctive contribution to attain the goals of national integration.”

The Document explains the mission of Catholic education in the following words:

“An education which nurtures an encounter with God as a personal event and a free response to the call to faith and which nurtures a life of meaning, purpose and personalized values...”

Introducing the Apostolic Constitution, Ex Corde Ecclesiae, Pope John Paul II states that the Catholic Universities “ are for me  a lively and promising sign of the fecundity of the Christian mind in the heart of every culture.”

Minority Rights:

 Minority Rights enshrined in the Constitution of India are misunderstood by many as these have been perceived as a special privilege. The Constitution of India considers Article 30(1) to be a fundamental right. The Article states: “All minorities whether based on religion or language shall have the right to establish and administer educational institutions of their choice.” Dealing with the interpretation of this article, the judgment given in the case, St. Xavier’s college, Ahmedbad vs the State of Gujarat, by the Supreme Court in 1974 is worth mentioning as it would dispel a lot of misunderstandings on the interpretation of this Article. According to the judgment, “the word ‘administer’ is a word of very wide import. The other key words are ‘of their choice.’ The minorities’ right to administer must necessarily include (1)the right to choose its managing or governing body;(2)the right to not to be compelled to refuse admission  to students;(3)the right to choose its teachers and (4)the right to use its properties and assets for the benefit of its own institution…”

“To insist that minorities should surrender their fundamental right as a condition for getting recognition or aid from the State is to make the right unreal or illusory.”

The judgment also warns against the surrender of such a right by the community itself: “The past members of the community cannot surrender the right of the future members of the community.”

The judgment explains the total meaning of minority rights in the following words:” The real reason embodied in Article 30(1) of the Constitution is the conscience of the nation that the minorities, religious as well as linguistic, are not prohibited from establishing and administering educational institutions of their choice for the purpose of giving their children the best general education to make them complete men and women of this country.”

Hence, it is mandatory on the part of the minority communities to be watchful always so that the whole spectrum of rights implied in this Article does never get diminished or whittled down by the actions of the civil authorities.

Modernization in Higher Education:

Tim Sullivan, an Associate Press writer notes in a column in the New York Times : “ Indian schools churn out 400,000 engineers every year but as few as 100,000 are actually ready to join the job world. Graduates are leaving Universities that are mired in theory classes, and sometimes so poorly funded that they don't have computer labs. Even students from the best colleges can be dulled by cram schools and left without the most basic communication skills.”

Thomas Friedman in his book, “That used to be US” mentions the three Cs that are needed for modern higher education: “What is needed now for one to have a job in the modern market is to have three Cs..The three Cs are Critical thinking, effective oral and written Communication, and Collaboration.

The nature of the world of education is changing fast because of the merging of globalization and IT revolution....The time of average is over.”

Along with creating an open and transparent Christian culture in our colleges, we have to think of updating our teaching methods and programs.

The communication and leadership skills of our students have to be improved. We should have special institutes in our campuses to hone the skills and talents of our students.

We have to think of ways in which collaboration with foreign Universities can be established.

International student exchange programs have to be encouraged. Facilities for stay and study for international students should be provided in our institutions.

Instead of following the crowd, we have to lead it. Catholic colleges were in the forefront of many educational initiatives in the past. We have to continue that trend instead of getting bogged down in small matters.

Private University

In the North East, the Salesians have established a private Catholic University. We have to think of establishing a new private University with international collaboration.

 Catholic Schools of Management and Research Centers existing in our colleges should work in collaboration. Our aim is to foster the general academic excellence of our student community.

Without in any way diminishing individuality and independence, our institutions can engage in vital collaborative efforts to make rapid strides in academic progress.

In his path-breaking book, “The Future Church” John Allen calls for a new mind-set for a Catholic in the 21^st century:

“What this century will demand is the courage to be globally Catholic, moving out of the parochialism of a given language, ethnicity, geographical region, or ideology, and embracing membership in a truly “catholic” church….Diversity is wealth, but division is impoverishment.”

The Changing Face of the University Education in India:

According to the National Knowledge Commission Report, only about seven percent of all Indians enter the high education sector.

The Report notes that India has about 350 universities. The National Knowledge Commission constituted in 2005 has recommended that about 1,500 Universities should be opened nationwide so that India is able to attain a gross enrolment ratio (GER) of at least 15 percent by 2015.

According to the estimate of the Commission, there are approximately 17,000 colleges and 131 affiliating Universities. These institutions are not enough to meet the demands of the burgeoning young population of India. Some of the developed counties have a GER of 40 percent. India is lagging far behind these countries in offering opportunities of higher education to its youth.

The Report highlights the challenges the country faces: “India faces today two exciting challenges in Higher Education: to increase the access to higher education and to provide educational institutions of academic excellence.”

New Initiatives

As there is a heavy demand for institutions of higher education, we should continue to get involved in this field as it offers the best opportunity for serving the youth of the country.

 Institutions run under Christian inspiration are the best nodal points for taking the Good News to people around us.

We should ask for autonomy for our colleges. We should continue to start new courses and new institutes in science and technology.

Obstacles and challenges coming from the over charged political atmosphere of the State should not in any way dissuade us from going forward with new initiatives. Although the expectations of the world about present India are very high, we know we have to do a lot in improving our educational standards.

Tie-ups with Universities in the U.S.

Our colleges can become a great hub of international collaborations. This is an opportune time for our colleges to get in touch with foreign Universities in order to open new doors of opportunities for our students in research and career improvements. As on-line collaborations are much easier, a lot of informal exchanges can be brought about between our colleges and the Universities in the U.S. and other countries.

Referring to the pioneering effort of  a Keralite, Mr. Abraham George who sold all his wealth in U.S. to start an elementary  school with computer facilities for the kids of the so-called untouchables in a remote village in Karnataka, The New York Times columnist, Thomas Friedman, after visiting the school, observes in his book “The World is Flat”:  “We …will have to work harder, run faster, and become smarter to make sure that more of us are able to connect and compete, collaborate and innovate on the flat-world platform—and derive all the benefits it has to offer. But remember: the most important competition is now within yourself---making sure that you are always striving to get the most out of your own imagination, and then acting on it…..The world needs you to be the generation of strategic optimists, the generation with more dreams than memories, the generation that wakes up each morning and not only imagines that things can be better but also acts on that imagination very day.”

Pope Benedict XVI:

“Catholic identity is not dependent upon statistics. Neither can it be equated simply with orthodoxy of course content. It demands and inspires much more: namely, that each and every aspect of your learning communities reverberates with the ecclesiastical life of faith. Our institutions make a vital contribution to the mission of the Church and truly serve society. They become places in  which God’s active presence in human affairs is recognized and in which every young  person discovers the joy of entering into Christ’s being for others.”(Pope’s Address to the Catholic Universities)