MLC Conference Paper

DEVELOPING   A   CHRISTIAN   ACADEMIC   COMMUNITY:

 OPPORTUNITIES   AND   CHALLENGES   IN   INDIA

 

 Communal paper prepared by the Indian delegation to the Manila Leadership Conference of IAPCHE held in the Philippines in October, 2002

 

Mrs. Susheila Williams M.A., Dip., Off.O.P.c.T.E(CIEFL) P.G.,Dip Int. Design

Secretary, CSI Bishop Appasamy College, Coimbatore.

 

Dr. (Mrs) Mercy Henry, M.A. Economics, Ph.D (Economics)

Principal, Sarah Tucker College, Tirunelveli.

 

Dr.(Mrs) R. Leela

Registrar, CEC, Women’s Christian College, Chennai.

 

Mr. J. Dinakarlal, M.A(LITT), M.A (J & MC), M. Phil

Scott Christian College, Nagercoil.

 

Dr. J. Joel, M.A., M.Phil, Ph.D

Principal, Nazareth Margoschis College,

Nazareth.

 INTRODUCTION

              India is a vast country with a population crossing one thousand million. Besides poverty one of the greatest problems of the country is illiteracy.  Though this is the grim picture on one side, India is definitely a technologically advanced country and its contribution in the field of Information technology is matchless.

             Needless to say, when many don’t have the facility even for primary education there are many institutions of higher learning comparable to any Western institution  in standard and campus facilities.  It is heartening to note that the missionaries who came to India took up education as their mission in India and they were responsible for the establishment of various educational institutions, including some of the prestigious institutions of higher learning.

            This paper, prepared by the delegates from India participating in the Manila Leadership Conference of the International Association for the Promotion of Christian Higher Education held in Manila, Philippines in October 2002, aims at presenting before the international community of Christian scholars the history of Christian Higher education in this vast country, its present condition, the challenges it faces and also the need to have a vision for the future.

  

HISTORY  OF  HIGHER  EDUCATION  IN  INDIA

             CMS College, the first Christian institution of higher learning in India, was established  in the year 1818, in Kottayam, Kerala State, in South India.  This was followed by the formation of a university modeled on the European Universities in the year 1819 at Serampore near Calcutta.  Today we have about 300  institutions of higher learning run by the Catholic and Protestant Churches and also by para -church organizations.  Dr. Mani Jacob, the General Secretary of the All India Association of Christian Higher Education in India, which has brought all the Christian institutions of higher learning under one umbrella, in his introduction to the Directory of Church-related Colleges in India says “The Church-related colleges existing and operating in India today are the inheritors, preservers and developers of a great historic tradition of higher learning.  Christian missionaries were the pioneers in introducing modern higher education in India…….The superstructure of Christian higher education was constructed on strong missionary foundations, by the Christian community of India using indigenous resources – human, intellectual, material and financial – with the support and cooperation of people of different faiths living together in the pluralistic environment of India”.

             It must be noted that in the 19th century, English higher education developed gradually through the efforts of the British Government, the Christian Missions and indigenous private enterprises.  The missionaries rendered very valuable service to the development of modern higher education in the 19th and the 20th centuries and it has been nowhere so great in India as in the South.  The Catholic Church also entered the field of higher education in the 19th century with the starting of St. Joseph’s College in Tiruchirappalli in the year 1844.

             The services rendered to the cause of higher education by  the missionaries is unparalleled. The higher education imparted by the missionaries produced an educated leadership in the church, society and the government.  It opened new vistas of knowledge to all.  Notwithstanding their religious motives, they served the cause of education as none else did.  The methods they used, the values they cherished, the commitments they made, the convictions they maintained, the humiliations and hardships they willingly suffered, and above all their love and passion for the people remain a source of inspiration even today.

             When the East India Company was reluctant to accept the direct responsibility for the education of Indian people, the Christian missions came forward as pioneers and established the first modern schools and colleges.  Thus in the past Christian colleges produced a generation of outstanding Indian intellectuals both Christian and others.  The Christian missionaries took up education as God’s work and instruments of social change.  Uplifting women through education was one of the burdens of early Christians in India.  It was only because the Christians established schools that admitted girls, many an Indian women came out of her home and saw the rays of enlightenment.  In a country where women are yet to get emancipation, it is heartening to note that the first women’s college was established  (Isabella Thoburn College, Uttar Pradesh) as early as in 1886 to be followed by the establishment of the second college exclusively for women(Sarah Tucker College, Tamilnadu) in 1895.  There were 25 colleges managed by the Church at the end of the 19th century.  According to the data published by AIACHE today we have 27 colleges that have completed 100 years, 20  colleges that have completed 75 – 100 years and 39 colleges that  completed 50 – 75 years.  When India got independence in 1947, out of the 450 colleges in the country, 66 were Christian colleges.

 

Diagram-1

Old Colleges

Diagram-2

Colleges as on 14.08.1947

            The Missionaries were able to meet the masses and spread the Gospel through primary schools in the villages.  But their educational system failed to satisfy the intellectuals and the people of the higher classes and therefore evangelization  among them was difficult.  They believed that they could evangelize them only through higher education.  They founded colleges to educate the rich and the orthodox sections. They believed that the study of Western science and literature through English would inevitably weaken the people’s faith in Hinduism, paving the way for evangelization.  The Missionaries also believed that education always flowed down to the masses from upper levels.  If the upper classes of the society were educated, they would in turn spread education among the masses, which would enhance evangelization.

            The role of Christians in the field of primary, secondary and higher education in India down the history has been great and the contribution of the Christian communities to the literacy drive in the country has received much appreciation.  While the average literacy of the country remained at 52%, the states with significant Christian presence have much higher rates.  Kerala with 21% and Goa with 29% Christians are the only states that achieved cent per cent literacy.  The next rank in literacy is occupied by the state of Mizoram which is predominantly a Christian state.  The Christian Community in India has not only educated a large population, it has not also inspired the other communities to run schools and colleges following the patterns of Christian institutions.

              History of Christian higher education in India is a story fraught with struggles, challenges, oppositions and swimming against currents but, all along the Christian College in India has been an expression to the love of Christ in the field of higher education.  Today, we have about 300 institutions of higher learning including many engineering colleges, para medical colleges, medical colleges and also a deemed university.

 

 STRUCTURE AND KINDS OF CHRISTIAN HIGHER EDUCATION

 According to a survey conducted by the All India Association of Christian Higher Education in India in the early ‘90s there were 230 Christian Colleges in India, of which they had a membership of 226 colleges. Out of these 3 are medical colleges, 2 are engineering colleges, 175 are arts, science and commerce colleges, 31 are colleges of eduction,6 are home science colleges, 5 are colleges of social work  and 1 college of physical education, 1 agricultural college, 1 institute of Labour relation, and 1 law college.

 

Diagram-3

Types of Colleges-I

 

              

 

Today, AIACHE has 274 colleges affiliated to it.  Of these 5 are men’s colleges, 73 women’s colleges, and 196 are coeducational institutions.

 

Diagram-4

Types of Colleges-2

 

The Indian colleges are affiliated to universities, under whose jurisdiction they come, but some colleges have autonomous status, with the right to frame their own syllabi and testing methods. Colleges in India can be started only with the permission of the university and the respective State Government.  Even for starting a new course, prior approval has to be obtained from the University.  Most of the colleges are aided institutions, that is, run with the funds from the Government and the University Grants Commission.  The Government usually has control over the appointment of staff and admission of students.  But of late the Government has privatized higher education and consequently, self-financing colleges, which have to take care of their finance, are started throughout the country.  Even the Church has started many such colleges.

             The AIACHE statistics shows that in 1993 out of the 48,04,773 students pursuing higher education in India 3,43,378 students were in Christian Colleges and out of the 2,77,950 teachers in the colleges, 15,420 were working in Christian colleges. Most of these colleges are aided colleges.

 

Diagram-5

Christian, Non-Christian Distribution of Students and Teachers

 

But it must be noted that only 2.9% of colleges in India are run by Christians and only 37.2% of students and 60.7% of teachers in the Christian colleges are Christians. 80 Christian colleges have the student strength of over 2000 and 62 colleges have between 1000 and 2000.

             Though in a way it is true that Christian education has had its impact throughout this vast country, and that Christian Colleges are there in almost all states, it is a sad fact that these colleges are not equally distributed geographically.  71 out of the 226 colleges are in Kerala and 158 colleges are in the southern states of Andhra Pradesh, Goa, Karnataka, Kerala and Tamilnadu.  North and North East India, much vaster in area has the rest 68 colleges.  As social transformation has been one of the aims of the Christian colleges in India, it is heartening to note that many of these colleges are established in semi-urban and rural areas.  Some colleges are established in remote areas to cater to the needs of the tribals, though, by and large there is an urban bias.

             Quality and excellence are the two aims of the Christian Colleges in India and many prime institutions of higher learning are run by the Church.    The introduction to the Directory of Church Related Colleges in India (i995) says:  “The aims and objectives of the institutions encompass a wide spectrum of religious, spiritual, moral, national, secular and academic concerns including the integrated development of the human person, stress on character formation, women’s development, emphasis on the spirit fo service and an openness to people of all faiths”.

            The Christian colleges have always been torch bearers of quality and pioneers in experimenting with new methods in imparting education. They have in general maintained high standards, thereby have always attracted the cream of student community. Many Christian colleges opted for autonomy and in 1994 there were 21 Christian Colleges with autonomous status (out of the 107 autonomous colleges in India.).Today the Allahabad Agricultural Institute, Uttar Pradesh, an Interdenominational Christian institution has the rare honour of becoming a deemed University with the right to award degrees.

               The leading Indian magazine India Today conducts survey among the institutions of higher learning  The  survey conducted in 1997 was brought out in their issue dated June 23, 2997 with the cover story ‘Top Ten Colleges of India’.  The parameters used were, caliber of students, caliber of faculty, mean percentage marks scored, kind of research output by faculty, infrastructure, extra-curricular activities, quality of course materials, lab time available to students, and recognition of college by other universities.  Out of these ten colleges, five were Christian institutions: St. Stephen’s New Delhi( 1st rank, managed by the Church of North India), St.Xavier’s College, Bombay (4th rank, managed by The Society of Jesus), Loyola College, Chennai (5th rank, managed by Society of Jesus), St. Xavier’s College, Calcutta (7th rank, managed by Society of Jesus) and Stella Maris College, Chennai (8th rank, managed by Franciscan Missionaries of  Mary Society).  Out of the five top medical colleges chosen by the magazine, Christian medical College, Vellore, managed by an interdenominational council of protestant churches got the second rank and St. John’s Medical College, Bangalore managed by the CBCI Society of Medical Education got the 5th rank.  This indeed is what the general public in India think of the Christian Educational institutions in India.

               The National Assessment and Accreditation Council, an autonomous body was established a few years back for quality assessment of colleges in India.  They assessed and accredited the institutions earlier in a five point scale, and now in a nine point scale.  T Christian Colleges are quality conscious and many voluntarily came forward to be assessed.  Many of the colleges assessed have scored high points.  This indeed is another indicator to the standard and quality maintained by the Christian institutions in India.

 

VARIOUS  SUPPORTING  COMMUNITIES

                 The Christian colleges in India were started with a vision.  In India, a Christian college is an expression of the love of Christ in the field of higher education and it is rooted in God’s love for the world and it is our response to that love.  They are not built with brick and cement, but with prayers and tears.  Many of these institutions carry with them stories of sacrifice and dedication. The missionaries and the Church leaders had to pass through times of trials and tribulations before establishing these institutions.  Some missionaries even opposed establishment of colleges on the ground that it was expensive and unnecessary.  But in spite of this colleges were established to bring about socio-cultural-economic change. 

                  It is a fact that the colleges were not started to educate Christians alone, though, the primary aim was to impart education to the Christians.  Many non Christians joined these colleges and they were treated with dignity.  Many belonging to other faiths helped in establishing these institutions by giving money, material and even land.  Rulers of many of the tiny kingdoms of the 19th and early 20th centuries extended their patronage.

Out of the 226 Colleges run by the Church and Church related bodies, 142 colleges belong to the Roman Catholic Church, 60 to protestant Churches, 12 to Orthodox Churches, 10 to interdenominational councils of Protestant or orthodox churches and 2 to YMCA. (AIACHE data, 1994)

 

 Diagram-6

Denominations Running Colleges

STRENGTHS  AND  WEAKNESSES

               The Christians institutions have lost their traditional unique and pioneering role which they had in the 19th and early 20th centuries.  Today, apart from the Christian educational institutions there are other institutions both Government and private in this field to cater to the educational needs of our nation.

             Recently there has been a noticeable attempt among the faith communities in India for the reorganization of their faith through education and other needs.  The number of schools and colleges under the Central and State Governments have increased in the past two decades.  These two factors require the Christian educationists to face the following challenges.

  • Maintaining their high reputation in the field of education

  • Coexisting with the growing non-Christian and governmental educational enterprises

  • Satisfying themselves in terms of their unique Christian contribution to Indian education

           We have to realize that we are no more the exclusive entrepreneurs in the field of education in India.  When the Government and other non-Christian entrepreneurs are playing an important and effective role in education in India today, the Christian educational institutions are obliged to identify the special educational needs of the country, which can be effectively met.  The increase in the number of educational institutions has resulted in the problem of unemployment, underemployment and misemployment.

            Cultural diversity of India also has an impact on Christian institutions.  There has been the suspicion in the minds of certain sections of other faiths that Christian institutions are the agents of Western and European culture and thus in the process of educating their children they also alienate from their indigenous culture.  There is a growing fear that these institutions could be used as centers of religious conversions.  But at the same time, there are other sections of people belonging to other faiths who desire the benefits of Western sophistication for their children and as such send their children  preferably to Christian Institutions.  Many look up to the Christian institutions, be it a school or a college for discipline and as centers that will help the young people to imbibe values. The Christian institutions are known for the infrastructure and also the qualified and competent faculty. 

 

 OPPORTUNITIES  AND  CHALLENGES

Christian Colleges in a pluralistic society like India are established with the noble aim of Christian witnessing.  In a country that is fraught with communalism, religious fundamentalism and extremism, the Christian institutions have a very noble role to play. As manifestation of Christ’s love for mankind the Christian institutions should be centers that radiate the Gospel.  As we are placed to serve the people of other faiths, it is our duty to show that Christ suffered and died for the whole mankind.  We are called upon to be agents of social change striving to establish peace and justice in the society. In spite of the fact that the Christian educational institutions and organizations in various parts of India face the ire of narrow minded religious fanaticism, by and large the Indian society looks up to a Christian Institution for quality. Amidst such oppositions, the Christian educational institutions in India have many challenges before them and as faith centred institutions we have many opportunities and noble tasks before us not only in establishing His kingdom, but also in nation building and establishing a just society.

 The centers of higher learning belong to different denominations –various Protestant Churches, Orthodox Churches and about forty religious orders of the Catholic Church.  An average Indian doesn’t know to distinguish between  one denomination and the other.  Hence it is obligatory that all the Christian Colleges in India strive together for development and ensure that there are no contradictions in policies.  In the same way staff development programmes should be addressed to personnel irrespective of the denominational differences.  Many Christian managements in India are so noble that they make appointments without taking the religion or the denomination as the only criterion.

 The position of today’s Indian political weather cock is not that favourable to Christian Higher education in India.  The Government’s policy regarding admission hampers us from giving education to those for whose benefit these colleges were established.  Powers with political links do not recognize the pioneering efforts and the sacrifice and the service rendered by our institutions in the past and treat us on par with any other institution in matters of even appointments forgetting the rights and privileges given to us by the Constitution of India.  While starting a college or introducing a new course or getting the rightful government grants, many Christian colleges suffer and get smothered as they feel the weight of various antagonistic rules, regulations, laws and conditions.  To an Indian Christian institution this is the cross it has to bear while following the Lord  today.

 We are in the midst of a historical process of globalization and naturally it has its impact on higher education in India.  We live in a time of great difficulty. There is an unfavourable moral atmosphere fostered by the markets. Social problems become complex and the limits of knowledge are agonizingly apparent in matters of public life. The universities have betrayed public trust by associating themselves with the political industrial complex.  With the politicization of Indian society the universities cease to become centers of intellectual stimulation.  Those who believe that radical social change is imperative in our society want the university to be a free institution and they want the individuals in it to use this freedom in a civilized way.

 Higher education has always been an important priority in the nation’s public agenda.  However in today’s hi-tech world, questions are raised regarding the purpose and functions of universities and colleges.  Education, like any other enterprise has become commercialized and the process of privatization is taking place rapidly in the field of education. As a result of the massification and diversification of higher education, the Indian government is progressively implementing a world bank supported finance and management reform agenda – supplementing governmental revenue, differentiating and accrediting institutions, encouraging private sector initiatives and loosening governmental regulations.

 Today, the Christian educational institutions  in India are tossed by the tempestuous, rapidly changing and uncertain economic phenomenon.   Our institutions face stiff competition from other institutions and today technology has come to the rescue of open universities and distance education programmes, which work out to be much cheaper for the learner. Today 3 out of 7 students opt for distance education .  The institutions of higher learning have no existence unless they too make use of the technology to their advantage, diversify the courses to suit the demands of the employment market in the country and globally.

 Most of the  institutions supported by government funds, whether managed by the Church or not  find it difficult to survive with the existing grants.  In the absence of any other source of survival, many colleges resort to the collection of donations as precondition to appointment and admission.  Christian colleges which don’t indulge in such unethical practices, naturally have a disadvantage.  But it is heartening that many institutions continue to be strong in their Christian witnessing and fight against such unethical practices in spite of pressing needs.

 Teaching is a sacred calling with serious moral, social and intellectual implications.  Obviously the quality of the university rests upon the faculty and is created by them.  It is difficult to lure the best and the brightest into academic profession in a period when academic salaries have not kept pace with the private sector.  Further, as aided and self-financed courses exist side by side in the same college, it has given rise to two classes of faculty, one drawing much higher salary than the other but both doing the same type of job.  The teachers have trade union rights in a democratic set up and this very often creates tensions in the campuses.  The managements very often find it difficult to face student unions that have very strong political affiliations. Added to all these, the demands of the Universities and the governments seem unrealistic and unreasonable making Christian institutions feel smothered by the officialdom.

  

VARYING  PERSPECTIVES  ON  CHRISTIAN  HIGHER EDUCATION

             As we have started the new millennium, we have to look at the path the Christian institutions have tread, assess the present and look forward to the future.

            India has slightly more than 200 universities with about 8000 colleges. No doubt          this is one of the largest university systems in the world.  But compared with the population the number of students attending college is very low. We have to agree that India’s university network is not that impressive.  School drop-outs are many and even those who complete do not enter the portals of the college.

             Apart from reasons like lack of motivation, availability of colleges close to the place of residence and financial inability, unemployment among the educated youth serves as a deterrent to many opting for higher education.  But with this as the reality, we have to ask the question whether there is high demand for admission in Christian educational institutions in India.    Rev. Fr. Joe Mannath in his article appended to AIACHE’s Directory  has studied this and comes to the conclusion that many throng the Christian institutions and he cites as one example 16200 applications Loyola College, Madras received for its 1097 seats in the undergraduate section in1994.  It is a known fact that the Indians irrespective of their religion has a preferential option for the Christian college as they believe that Christian educational institutions are committed to the cause of higher education and that the younger generation is helped to imbibe values as they pass through the campus of the Christian colleges.  It is generally expected that an Indian Christian college has better infra structure and faculty.

             As we analyse what is happening to the Christian Higher education in India, we have to admit that it has an urban bias.  The allegation that these institutions cater to the needs of the elitist groups today is partially true.  But at the same time as we look at the history of many of the institutions started by the missionaries – St. John’s College Palayamkottai, Sarah Tucker College, Palayamkottai and Scott Christian College, Nagercoil to name a few, they had attracted the poorest of the poor and that they were started as the missionaries wanted to bring about a social revolution as it were.  Institutions like Margoshis College and Pope’s College  in Tirunelvely District were started in very remote villages and even today they cater to the intellectual needs of the financially underprivileged first generation learners rooted to their traditional village culture.  But one sad reality is that most of the institutions have lost touch with the neighbourhood and many colleges have no village adoption programmes worth their name.  But colleges like Bishop Appasamy CSI College, Coimbatore, have become trend setters in this.  When many colleges run by private entrepreneurs have witnessed enormous growth in the last two decades, the growth of many Christian institutions is far from being enviable. 

             As we think about the achievements, failures and mission of our institutions, some very pertinent questions crop up, often showing some of the dark spots.  Have we made our presence felt by participating fully in the university life?  Have we motivated the universities to produce  challenging syllabi and what has been our role in decision making bodies?  Have we contributed significantly to the development of research?  Have we brought about real change in society by participating in the life of the neighbourhood?  Above all have we ever succeeded in being the right witness to the lord in this multi-religious society?  It is in this context that we become aware that a fellowship of Christian Scholars as fostered by IAPCHE can play a very vital role.

  

OTHER  ISSUES  OF  INTEREST  AND  IMPORTANCE

              It is our responsibility and duty to bring to the international fora of Christian scholars some of the important issues of interest the Christian educational institutions face today.  It is a sad fact that in spite of the strenuous attempts of organizations like the All India association of Christian Higher Education and All India  Council of Christian Educational Institutions, there has not been satisfactory focus on many important issues.  Very often we attain unity when we face problems created by the Government or when there is violent attack on our institutions.  It is indeed praiseworthy that AIACHE and AICCEI could bring together the institutions when the Constitutional rights we have been enjoying as minority community were threatened.  These organizations have helped our voices heard in the public, courts of law and in the Parliament.  They have made the Government realize that we are a force to reckon with. 

            Today a thorough change is taking place in the field of higher education.  It is the right time for the Christian educational institutions to make their voices heard in the policy  and curriculum designing bodies.  When every aspect of our life is conditioned and controlled by the global market, we feel tempest tossed by the demands of this new market.  When privatization is taking place rapidly in the field of higher education, making it a very costly affair,  can we foster our Christian values and cater to the needs of the poor?

             We should note with pain here that in spite of the involvement of Christians in higher education in India many social evils exist in the society.  Even the educated Indian has not risen above caste discrimination and communal violence sprout now and then in the country.  The society is still under the grip of superstitions and we hear of even human sacrifice.  Practices like female feticide and infanticide, which no civilized society will approve of quite sadly is present in some communities.  Women in many communities are yet to see the light of liberation and violence against women – dowry harassment and bride burning, wife battering, molestation and rape, child marriage- to name a few still exist in the society.  Woman in the family or society does not enjoy equal rights and she has failed to establish her right over family property.

             Very often we feel that there is political instability in India.  The illiterate mass is not politically well informed and so they are easily swayed by the media.  Making capital out of the ignorance of the common man we wee floor crossing and coalitions of convenience.  In this biggest democracy of the world, the voter is very often taken for a ride.

             It is against this backdrop one has to think seriously of the role of the Christian educational institutions and the Christian scholars. We have to make introspection by asking some soul searching questions.  Do we have an identity in the country?  Have we made our presence felt in this vast country? Is our educational system relevant to the present context?  Does Christian higher education in India have anything distinctly different to offer?  What is the responsibility of the Christian academic community in India in bringing about a change in the society today? What has happened to our Christian identity and mission? Are we playing our role well as “the salt of the earth”? Are we projecting the right Christ to the Society?  Are our institutions distinctly different from other institutions and free from corruption? Do we show special interest in the society around or has the apathy made us irrelevant in the present context?  Do we equip our students to become agents of social change by exposing them to the contemporary social realities? Can we be accused of promoting elitism?  Do the young people who pass through our institutions experience the Lord?  Do we uphold those values which Our Lord expects all of us to cherish?  Do the Christian professors play the role of a catalyst and through their personal witnessing help the students understand the suffering and sacrifice of Our Lord?  To have a purposeful Christian higher education in India every Christian scholar should find an answer to these questions.  The opportunity and the responsibility given to us are rare and great.  Christian scholars in India are to  ensure that we become instruments in the hands of Our Lord.

             It is at this juncture that we have to very seriously plan to strengthen our faith by bringing together Christian scholars who are committed to the Lord.  These Christian scholars are called upon to come together and show to the multi-religious pluralistic Indian society that we are the light to the society and that we are commissioned to make our presence felt in a country where many are yet to hear about the Lord.

 

SUGGESTIONS  TO  IAPCHE

 

1)     IAPCHE may facilitate faculty exchange among member institutions.  A list of teachers with their fields of specialization and the needs of institutions may be prepared and then updated from time to time and made available to all member institutions.  The member institutions may be encouraged to set apart funds for such exchange programs.  To begin with IAPCHE may prepare a short list of experts and circulate the same among the member colleges.

 

2)     Student exchange programs may also be encouraged.  Preparing the list of member institutions with facilities available in the institution like stay, food, library, field work, exposure, live-in-experience, service learning, guidance from faculty, transfer of credit, library/laboratory facilities , access to IT, months during which a student can make such visits etc. may be prepared and circulated.  The institutions may also be asked to give information regarding their wish to send students on exchange programs and also their willingness to accept students.

 

3)     IAPCHE may take initiatives to encourage  institutions to have twinning programs.  IAPCHE can also pass on information regarding studies abroad in member institutions.

 

4)     Many professors working in member colleges make foreign visits on different counts.  The services of such professors can be used for giving lectures in member colleges in places visited by these professors.

 

5)     IAPCHE should make the optimum use of the IT.  It should develop a website that will pass on the latest information to members.  It can also encourage offering courses through internet by one college/ individual member to the students of another college.  For example, the colleges in Japan can be encouraged to teach Japanese language or an Indian College may be asked to teach Indian Philosophy.

 

6)     IAPCHE can facilitate the formation of Student Chat Clubs using the internet, in the line of pen friends’ club.  This Chat Club may be used for strengthening ties, developing fraternal feelings and also for information sharing.

 

7)     IAPCHE members belong to varied social backgrounds.  Many of these social settings have very special issues in which the colleges will have  to get involved.  IAPCHE shall function as a forum through which the members can share their social concerns.

 

8)     Many of the member colleges especially in developing countries are in need of assistance for infrastructure development.  IAPCHE may serve as the forum in helping such deserving colleges in getting international  funding for infra structure development.

 

9)     IAPCHE may sponsor a Book Club through which member institutions can help each other in acquiring books.  For example a college in Canada maybe interested in Indian Literature and an Indian College may be interested in Canadian Literature.  Further the member  institutions may be encouraged to exchange the theses  produced in the college with colleges specializing in that field.

 

10) IAPCHE may also help its member institutions in Faculty building including maintaining a list of faculty who will be prepared to work in another member college for a few years.

 

11)IAPCHE may also think in terms  of cultural exchange programs, whereby cultural troupes of students may be encouraged to visit other parts of the world and meet student communities.  This may be used not only to bring members together but also to share the Gospel.

 

12)IAPCHE can also think in terms of organizing regional training programs for Principals/Faculty/Students.