| Consultation on Education |
“ NEW WINE …….FRESH WINESKINS…” Mk 2:22
1. ARCHDIOCESAN CONSULTATION ON CATHOLIC EDUCATION
The Consultation on Catholic Education is at its climax, coming at the turning point in the history of Education in the Archdiocese of Bombay.
In 1984 – a good 20 years ago, at the Consultation on Schools, the A.B.E. took birth and today, has received the mandate to host its first diocesan Consultation, on Catholic Education. Cardinal Ivan Dias, felt the need to forge the thrust of the Educational Apostolate in the Archdiocese, at the start of the Third Millennium – in order to review the Vision, Objectives and Ethos of our Catholic Educational Institutions.
The Educational Consultation was solemnly inaugurated by His Eminence, Cardinal Ivan Dias on November 1, 2004 – at an opening Prayer Service in the presence of an august Assembly of Bishop Percival Fernandes, Bishop Agnelo Gracias and 260 other delegates.
Fr. Gregory Lobo – secretary A.B.E., clearly and explicitly stated that our focus at this Consult is on the child – the finished product. On looking back at his education career, at his academic career, does a child really feel he/she has had a Catholic education.
His Eminence put the entire proceedings and theme of the Consult into perspective. The Church is much concerned with education adhering to Christ’s mandate, ‘Go reach all nations….’ (Mt 28, 16-20). We are here, he said, to listen to what the Holy Spirit has to say to us through those who speak. As the years go by we tend to get used to what we should be and this is disastrous to quality. Hence the need to review and revamp our mission strategies and refuel our generators from the Divine Generator.
He focused on the following points as being important for our educational ministry:
l To live and project Christ and His values.
l Good Christian values are also sprinkled in other faiths, Christ came to bring all this to fulfillment.
l God, is the God of unity in diversity, not of divisions. And love shows forth this beauty.
l The Holy Spirit must be given full space.
l To show the loving face of God Our Father, even when stressed, over-worked, under pressures.
This broad framework of the Consult will emphasize a turning point in the archdiocese, only if it is a turning point within us. The Church in Mumbai, expects much from this Consult.
Sr Gerard Paul, rjm
2. ARCHDIOCESAN CONSULTATION ON CATHOLIC EDUCATION.
A REPORT ON
Primary, Secondary and Junior College Education
The A.B.E. Consultation on Catholic Education was held at the St Pius X Seminary, Goregaon, from 1st Nov to 3rd Nov’04. The preparation of the Position Paper on Primary, Secondary and Junior College Education was made by Sr.Gerard Paul r.J.M., Fr. Lawrie Ferrao s.j. Fr. Francis Swamy s.j. and Fr. Francis Carvalho.
PRIMARY EDUCATION: as it stands today, offers many avenues for evaluation and change, but due to time constraints, only two important basic issues affecting our role as Catholic schools in the Archdiocese,were dealt with in the Paper.
1. Access to School: It is our dream in the Diocese that every child has access to Primary Education. First preference, as agreed by all, is to be given to all Catholics and children from lower income groups, not excluding children of others faiths, in the locality. It is important that we also reach out and admit children with special needs, in our regular schools, giving them a mainstream education.
Quality of Primary Education: Another issue of immediate concern is that of an ongoing need to boast teacher performance and teacher proficiency. This remains the most important challenge in Primary Education and an urgent need everywhere. The Diocese hopes to give this challenge priority in its action plan, under the aegis of the A.B.E. It was stressed that Primary Education should focus on life experiences, the sharpening of the five senses and the development of life skills of which Thinking, Creativity and Communication are important.
Primary Education in Maharashtra can make an appreciable difference through catholic schools contributing, collaborating, participating and networking with the State Government Educational Projects. This will make a positive impact in the field of education and contribute to quality education of which there is much need. Further, it will create a more favourable image of the Church in a largely predominant non-christian milieu.
With regard to SECONDARY EDUCATION the delegates felt strongly about the following: -
- Evaluation of teachers to be an ongoing process for which there should catalysts and facilitators.
- Teachers are to be enlightened about the Vision-Mission Statement of the school and be part of it.
- They should be exposed to developing a curriculum by using modern means of technology, to make their teaching come alive.
- The syllabus should be adopted to meet the needs of children and to prepare them for life
- We need to emphasize Life Skills, Project- based education and Environmental education.
- The demand for tuitions must be seriously looked into and discouraged.
- Faith Formation and Value Education are to be given special importance as they deal with the intellectual as well as the behavioural dimensions of a student’s life.
Moving on to JUNIOR COLLEGES, what surfaced was the need to attach Junior Colleges to Secondary schools because the age of these students is more suited to school level and Discipline is confused with freedom at this Junior stage .
Today, the goal of Higher Secondary must go beyond providing specialized studies. While aiming at the holistic enrichment of each student, education at this level must help cultivate
an integrated outlook on life. Junior Colleges must provide an opportunity for building self-esteem, emphasis should be laid on questioning rather than on rote learning; seminars, workshops, projects, presentations, debates would help the students realize their potential and cultivate leadership qualities. The need for counseling to help them arrive at an integrated approach to life is a vital need. A major shift in policy is required and Catholic schools should take the lead.
What then would be the Role of the A.B.E. in all this?
The whole trust in education must and should be‘ THE CHILD’, who will be our FINAL PRODUCT. This is the VISION OF JESUS; perhaps the most compelling reason to re- inforce this thrust in our educational effort, is the nature of the Church as a sign and sacrament of Jesus, the greatest teacher!. To be a living witness of Jesus, the Church must signify Him, through a person -oriented, pro-poor and marginalized, as well as a life-oriented involvement in our educational effort.
The A.B.E. could conduct a survey to enlist the number of ‘out of school’ children and draw up a neighborhood school policy. It could help with the ongoing formation of Primary teachers. It could conduct seminars and workshops for parents of children in this age group and others.
The A.B.E. can work on pedagogy to make Secondary education more relevant in terms of developing personal skills, to make learning make interactive and relevant. It can help update teacher methodologies through refresher courses and hold training programmes for them. With regard to Juniors Colleges, the A.B.E could organize common programmes by net- working and collaborating with other Junior Colleges.
In all these three fields of education, the A.B.E needs to be a monitoring body and formulate a ‘ Vision -Mission Statement’ to have a better focus and thrust. It must network with the Diocesan Pastoral Centre ( DPC) for an effective programme in Religious formation and Value education. The need for it to open college for the Diploma in Education (Dip.Ed.) was strongly emphasized, and last but not the least the A.B.E. could disseminate valuable information, regarding various courses for students to undertake after the S.S.C. and H.S.C. examinations.
“Although the changing environment in which we function poses several difficulties in fulfilling our role as Catholic Educators, we have the opportunity of facing the new millennium and the challenges it throws up, with hope and without fear”. ( P.S.D.)
Ms. Aruna Fernandes
( Delegate of the Consultation)
“ The
sun is shining, the sky is blue
There’s a new day dawning for me and you
With every dawning of the sun
New possibilities have begun
With every breaking of the morn
Fresh opportunities are newly born.”
Yes, as we see the indelible mark of globalisation settling on every facet of life, the educative framework under the Archdiocesan Board of Education (ABE) could not refrain from looking into the existing system and drawing out a workable and reachable goal for the future. And this goal cannot be reached if the teacher element of the system is sidelined. Hence, designing the profile of the Teacher for the New Millennium becomes the first prerogative.
According to the UNESCO conference in Geneva in 1994, education in the 21st century must provide four types of learning; called the Four pillars of Education-
Learning to KNOW
Learning to DO
Learning to BE &
Learning to LIVE WITH EACH OTHER.
Consequently, the experts presented the following profile of the teachers for the New Millennium. Teachers must be student-centered with good knowledge of innovative skills and strategies to teach large groups of students. They should possess a psychological awareness of student characteristics, their needs and interests, their learning styles- especially those with special needs. Teachers should have a high Emotional Quotient that involves all the “qualities of the heart”. With thorough knowledge of Information and Communication Technology, they must be able to transform the nature of education. Teachers ought to possess a strong sense of integrity, impartiality and a spirit of tolerance that rises above narrow communal biases and prejudices. Accountability for student performance and progress in all aspects should be the standard benchmark to record performance objectives. In conclusion, teachers of the new millennium must be altruists and work with a spirit of hope and professionalism to be true witnesses of the gospel values.
Having analyzed the profile of the Teacher for the New Millennium, the next step was to reflect on how to concretize this image. Some of the obvious initiatives that took shape during the group discussions were:
(1) To establish an English medium D.Ed. college
(2) To provide in-service training for teaching and non-teaching staff on life- skills, stress management, etc
(3) To develop an evaluation and feedback system to monitor the overall functioning of schools and colleges.
(4) To establish a Research and Development cell to disseminate information.
In all this, the role of the ABE can be visualized as that of an executive body- implementing, monitoring and liasoning with the Govt. and other boards of education. With the introduction of R&D department, training and in-service training of both teacher and the management, becomes an essential feature too. Last but not the least, establishing a D.Ed. college must be its first priority, to meet the dearth of qualified teachers.
In conclusion, the paper presentation, group reports and the interventions made during the plenary are just the beginnings of tomorrow. And so, get ready for tomorrow because YOU – the managers, teachers, parents and students have a part to play in it.
Ms. Sherly Paul
For many parents, the first day their child goes to school is the most memorable and awaited for milestone in the life of their precious child. It is heart wrenching to ‘let go’, yet, this is a day that has been dreamed of - a day that marks the beginning of a journey through formal education.
For some parents, there is no first day of school. Instead of doors being opened, they are shut. There are no welcomes. There is no place. Heavy hearts, shattered dreams –the start of a life of rejection and isolation for their precious child – for a child who is handicapped.
On January 8, 2004, when the Holy Father addressed the International Symposium on the Dignity of the Person with Mental Handicaps, he said, “The world of rights cannot be only the prerogative of the healthy. The participation of the disabled person must be facilitated, to the degree possible, in the life of society and he must be helped to develop all his potential in the physical, psychic and spiritual order.”
He added, “The quality of life within a community is measured, to a large extent, by commitment to the care of the weakest and the neediest, and by respect for their dignity as men and women.”
India is a signatory to the Charter of Human Fundamental Rights stating that the Right to Education is a fundamental right. Although there are several policies for the Disabled, and recent years have witnessed growing awareness, most of these policies remain on paper and little is implemented. The National Sample Survey Organisation (NSSO), this year states that 2.13% of the population are said to be disabled. This puts the number of persons with disabilities at 2.19 crores.
This year a very significant Educational Consult has was held by the Archdiocesan Board of Education - a Mini Consult in April 2004, and a Maxi Consult in November 2004. The outcome of both these Meets reflected God’s love working through His people and it was unanimously concluded that the Church must be more active in the rehabilitation of people with Disabilities.
The Church in Mumbai has already taken a pioneering step in this direction by recognizing children with learning disabilities and providing them with concessions and facilities even before being approved by the State.
Children that need Special Education are those who have difficulties in learning-the Learning Disabled, Visually Impaired, Hearing Impaired, those with Physical Handicaps, Mental Retardation or other developmental disabilities including Autism Spectrum Disorders. With support and appropriate training many children can and do benefit by being included in mainstream schools. Special education is education given to students who require additional instructional aids to help them learn, need access to a resource room, specially trained teachers and innovative teaching techniques to help them reach their full potential.
It is necessary for us to understand the needs of special children and include them in the mainstream as far as possible. It is also important to create awareness in families, schools and communities about the needs of these Special children of God.
As Catholics, we believe that every individual is unique, created in the image and likeness of God. With this in mind and living by Christ’s example of compassion he showed for the disadvantaged and scorned, the Archdiocesan Board of Education in Mumbai, has taken a strong stand to include the disabled in the field of Education.
The ABE in Mumbai, has proposed to assist and support children with special needs by:
· Creating awareness through Awareness Programmes on disability for, Principals, Teachers, Parents and the Community at large.
· Establishing Diagnostic Centres wherein identification, assessment, remedial intervention and counseling to children/parents/families would be provided.
· Establishing Resource Centres
Mainstream schools meet the educational needs of typically developing children, i.e., children with no disability. Children with special needs need to be educated in environments that are least restrictive to their growth, that is, environments that keep them closer to their typically developing peers.
A Resource Centre is a place for a child to receive additional services that range from academics to special therapies like speech and language therapy, occupational therapy, physiotherapy and counseling. In a resource centre, specific learning areas in which a child is experiencing difficulties are worked on. Remediation does not only focus on academics but on the complete development of the child.
Some children with disability are so severely handicapped that it may not always be possible for them to learn solely in the mainstream. These children may require to attend a special school, or a part-time regular school and special school to meet their needs. Isolating children from the mainstream comes in the way of learning appropriate social skills. It is best then, that children are educated in an environment that is least restrictive, one that is conducive to their growth.
· Establishing Respite Care Centres
Individuals with special need require constant care and supervision. This puts a strain on parents, family members and care takers who look after them as it leaves them with no time for themselves.
Respite Care Centres are those that provide respite for parents and caregivers of the handicapped, by tending to individuals with handicap for a short period of time. This would enable family members or care takers to see to their own personal needs, rest assured that their child is in good hands while they are away.
· Establishing Teacher Training Centres
There is an immense need for specially trained teachers to impart appropriate education to children with learning difficulties. Children with handicaps today are often at the hands of few trained mercenary teachers and therapists. The ABE has proposed to look into this and train regular teachers as well to adapt their teaching techniques to teach children how to learn effectively.
· Establishing Vocational Training Centres and Sheltered Workshops
What happens after school? Individuals with special need are left high and dry after the age of 18, when special schools close their doors on them as they are no longer children, but adults. The diocese is at present strengthening its Community Centres and SCC Groups. It may be possible for parishes to provide semi-skilled and unskilled jobs that can be handled by the handicapped members of its community. This could also be done through existing workshops or by setting up new ones. Many individuals with difficulties could thus be gainfully employed and become productive members of society.
Christ showed compassion towards the weakest of the weak, the poorest of the poor. The Archdiocese Board of Education has been instrumental in including in its education system, this forgotten section of society, thus making the existing education system holistic and complete.
Ms. Shinate Lobo
(Delegate to the Consultation)
6. ERADICATION
OF ILLITERACY
The Archdiocesan Response
The largely institutional Church of Mumbai was made to sit up and take cognizance of the state of illiteracy in our country. The challenge before the delegates at the recent ABE consultation on Education, was either we continue to neglect these children or do something about it. The assembly responded positively to the call that we need to change our mindsets and that mere goodwill is not necessary, but a definite option for the poor and marginalised is required. The assembly was seized with the grim reality that one out of three Indians is illiterate; and sadly, one out of every three out-of-school children in the world is an Indian. It was gratifying to see the assembly responding to the call of the Gospel “I have come to bring Good News to the poor” as a clear mandate to the poor and the marginalized. It called for a translation of the Good News to mean that every child will have opportunities to grow to his full potential.
The failure of the educational system to reach out to millions of children can be easily referred to as a national tragedy in our country. This is further heightened by the fact that the deficient primary school system fails to enroll all children in the school-going age and continues to reject many of them (40%) even before they can reach the Std IV. Universalization of education is about much greater things; it is about universalization of the ideas of freedom and equality and the full realization of the individual’s potential.
The formal system has adapted too slowly to socio-economic changes and holds back any real changes because of the control of the powers that be. The education policy tends to follow rather than lead. The formal school system delivers the most competitive students to the highest paying jobs. The status of the school is determined by this success rate. It misses the larger purpose of education – what kind of society do we want to create, what ideologies do schools create and how do they connect to social change. To reduce universalization of education to the narrow aspects of building school-rooms and improving text books is to deny the vast potential of the idea. The new vision is linked to the larger process of what it means to be developed.
An alternative developmental model needs to be formulated which is need-based, creative, problem-solving, brings in desirable changes in knowledge, alternative skills, creates a critique of power and society, and most importantly prepares agents of social change.
The Archdiocese rightly prides itself in creating a niche in the field of formal and higher education and is much sought after. However, the dismal situation of illiteracy in the country must galvanize us to move beyond established stuctures and mobilise a mass campaign covering every street, slum, basti, village, wadi, so that every child will be in school and no child working. Like the formal, we must aim to create a well-organised, non-formal educational network which will be well- recognized and much sought-after. We must not rest content till this has resulted in a literacy movement bringing about social change. It must be understood that the goal of total literacy is intrinsically tied up with the removal of inequalities and oppressions from our land. Therefore the kind of education envisaged in the new model must increasingly be one of people-centered development.
New frontiers mean
moving beyond our institutions and aligning ourselves on the side of the poor.
After school hours, space would be used for creating Community Learning
Centers (CLC’s) to reach out to neighbouring children and women. Programmes
would include
Functional Literacy:
Balwadis, NFE-Bridge Courses, Bhonga Shallas for children at brick kilns,
Support classes, Adoption of Municipal School next door, National Open School,
networking with the government Sarva Shikshan Abhiyan (SSA).
Vocational Programmes: Non-formal courses in tailoring, beautician, wire-man, laundry, bakery and confectionery, hospitality and other skills depending on local needs and demands which lead to job opportunities.
Empowerment Programmes: Women’s education is seen as an indicator of the development of a nation. Programmes could include adult literacy, income generation, awareness programmes, legal aid, population and gender issues, Self Help Groups (SHG’s), Panchayat Raj training, etc.
The Assembly endorsed the plan of having community learning centers (CLC’s) and even suggested time-bound plans for take-off. Since, in every area, surveys have already been done under the Sarva Shikshan Abhiyan (SSA) it would be easy to launch out. There is already much being done by various groups and the need was expressed for better networking among ourselves and with other like-minded groups, NGO’s and institutions. More sharing of work and ideas is required. We need to make a commitment and a fundamental option for the marginalized and need to set up a separate department to cater to this. A need for teacher training was expressed and organizations like REAP and others could assist. Some groups suggested that the Archdiocese should make this new thrust for the marginalised a mandate and all institutions must be mobilized towards this mandate. However a caution was expressed, that we should not end up in having two social groups, the have and the have-nots.
Sarva Shikshan Abhiyan (SSA) is a Government programme for ensuring that every child is in school. The Archdiocese was encouraged to network with the Government in this noble mission or else we remain isolated in our institutions and create islands of excellence cut off from mainstream efforts and issues concerning human and child rights.
Finally, it was felt that if eradication of illiteracy was to be made a mandate, the Archdiocesan Board of Education will have to don a new avatar. It was proposed that an Archdiocesan Commission for Education be set up. This Commission will direct the ABE. The new Board of Education must have a Department for Non-formal Education handled by professionals. It will have to take on a new role of promoting, guiding, monitoring and funding. The Commission should create a corpus fund for promoting and funding new non-formal centers. The major role of the new ABE, however will be formulating a policy for non-formal education and be a good sounding board for ideas, sharing of information and a resource centre
The final statement of the Consultation aptly sums up the essence of the 3-day deliberations with a clear and definite call with regard to this issue: “The Church in Mumbai should make education for the marginalized a priority and make a concerted effort to eradicate illiteracy through non-formal and alternative education programmes”. Let us put ourselves to the Herculean task of a mass campaign for eradicating the scourge of illiteracy from our country.
Trevor Miranda SJ
( Delegate to the Consultation)
7. EXPANDED ROLE OF THE A.B.E. - A Report
The Archdiocesan Board of Education is now twenty years old and has come of age! This is an opportune time and reason enough to review its structure, scope and functions so that “new wine can be poured into fresh skins”. No doubt the A.B.E. is already well known through its outreach services to schools in Mumbai, and the districts of Thane and Raigad. But the growing demands of education in all sectors, requires a greater involvement of this official organ of the Archdiocese.
The Position Paper for the Consultation, on ‘The Role of the A.B.E’. was prepared by Mr. Conrad Saldanha and Sr. Gerard Paul.r.j.m. The delegates of the Consultation considered seriously, the possibility of extending the limits of the presest scope of the A.B.E., to cover all educational institutions in the Archdiocese. This was thought necessary due to the rapid growth and fresh challenges of education today for the third millennium.
To enable the A.B.E. to play a more proactive role in education, it must be invested with greater executive powers. Naturally this necessitates a revision of its Constitutions.
The A.B.E. could then be a synergizing forum for all the emerging sectors of education. In order to help the delegates to define the future scope and functions of the A.B.E. a well-integrated infrastructure with its parameters clearly outlined, was proposed for consideration and discussion.
It was felt that as a centralized body in the Diocese, it will be a stronger force to stand up to the external pressures on our institutions, besides with a well-planned infrastructure, it can provide inspiration, resources, animation and leadership through a wide gamut of services, chiefly making use of available resource personnel in the field and drawing on their expertise.
The A.B.E. will then be able to :
ORGANIZE --inservice training and ongoing formation programmes for all categories of its educational personnel.
COLLABORATE - with various educational bodies in policy making and curriculum change.
EXTEND –financial and legal assistance and advice.
INITIATE – change for development and growth through new ventures.
The important aspects of its role were elaborated upon and given priority value:
-The A.B.E. to function as a Research and Resource Centre.
- Faith Formation and Value Education to network with Diocesan Pastoral Center in this ministry of making known the Good News of Jesus Christ to Catholic children and
children of other faiths.
-Networking and Building Community, going beyond the boundries of the institution to reach out to the larger community.
-Caring for Teachers, taking cognizance of the myriad problems and pressures faced today in the area of their workplace and relieving them of undue constraints.
-Career Counseling and Spiritual Guidance, to device a strategy for career counseling and help in discerning the student’s calling in life, thus protecting him from becoming a mere commodity of convenience in the hands of a business community. Moreover his spiritual life needs to be nurtured and grow.
-Influencing the Government by playing an active role in the formulation of government policies, and if these do not meet with minority expectations, to work towards ratification of the same.
Secondly laisoning with Government for the survival and fulfillment of the Churchs’ goals in education.
-Legal and Financial support : Build up a corpus to be professionally managed, and examine the possibility of privitization of some institutions as a pilot project.
Secondly, have a credible legal counsel to offer pragmatic advice when considering options.
In order to respond to the call of the Synod to be Church in a new sense of the word, the A.B.E. requires to be:
a) Equipped to guide with knowledge and means
b) Empowered to lead, direct and dialogue
c) Open ended to examine review and adopt new initiatives
d) Team-oriented to enlist the support and cooperation of catholic institutions.
e) Serviceble to reach out to all especially the poor and marginalized.
f) Accountable to the Church in all matters of the Constiution.
Education today is at a turning point where everything that is good, beautiful and true is not being encouraged to be pursued. Pragmatism and Idealism are growing among students; Life is becoming trivialized in as much as education is becoming a burden which must be borne, to meet the far-fetched goals of marriage, linked with caste and status. This perspective is in dire need of change and transformation and is the challenge awaiting the Church in this Archdiocese. All should be exposed to the richness of education in the true spirit of the Gospel Values.
Catholic Schools must sport a ‘Servant Church’ image, a Church with a human face –that of the Compassionate Christ .
Sr. Gerard Paul r.J.M.
(Delegate to the Consultation)
8. Archdiocesan Consultation on Education – A Proactive Approach
The focus of the Consultation on Education held in April and November 2004, was on how to make Christ's message relevant to His people at a time of great change and challenge. The mission of education has been a major area of concern for the Church especially in Mumbai and has been responsible for touching the lives of countless students who have passed through the portals of our Catholic institutions. At the turn of the third millennium, this gigantic task of wanting to “Walk the Talk” was initiated by inviting people who are part of the wide field of Education to dialogue with one another and create a viable and sustainable action plan for change. The plan for implementation is ultimately meant to make a ‘difference’ to all those whom our Catholic institutions reach out to and through them, play an active role in the transformation of society.
The Participants of the Consultation, consisted mainly of Religious Educators, Principals, Teachers, Parents and some Specialists from other walks of life .
The procedure at the Consultation was participative and in a climate of openness. Group wisdom when channalized appropriately delivers results. The time schedule was adhered to and every participant present, was able to make his/her contribution in the groups that were formed for discussion on various aspects of Education.
The final outcome listed the following areas in which the Church in Mumbai needs to focus on namely –
-Increase it’s involvement among the Marginalised and Non - Formal education sectors.
-Importance giving to Special Education needs for children who are differently patterned. -Invest in regional language education.
-Increase Churches presence in remote and new geographical areas.
-Emphasis on Technical and Professional education.
-Training of ‘quality’ Teachers and
-Net-working and collaboration among our own Schools and with external agencies .
The list of areas and the priorities that surfaced are very relevant to our times, but the biggest challenge now lies in the implementation. A revised Constitution of the existing ABE to meet the expanding needs of the Archdiocese could help it to be a synergising forum for all sectors of Education.
Change is difficult but once we have before us a common Goal - a mission to do our best and make continuous improvements - then anything is possible. All we need to do is to unshackle ourselves from existing paradigms and break free in order to move ahead to do what the Greatest Teacher of all times would have us to do.
Mrs. Nirmala Mehendale
(Delegate to the Consultation)
Official :
ARCHDIOCESAN CONSULTATION ON
EDUCATION
The Archdiocesan Consultation on
Education was held at St Pius College, Goregaon from November 1-3, 2004. It was
attended by 270 delegates, including Bishops, Principals and Managers and
representatives of the various branches of the Catholic educational institutions
in the Archdiocese; pre-primary, primary and secondary schools, junior and
senior colleges, non-formal and special schools, technical, professional and
vocational institutes, etc. There were also special invitees from the
Parents-Teachers’ Association (P.T.A.) and from Catholic teachers in
non-Catholic schools. The Consultation had been mandated by the Archdiocesan
Synod 2001 and was preceded by a Mini-Consult last April.
At the end of the meeting, the participants presented some thought-provoking
recommendations to the Archbishop in a Statement entitled “New Vistas and
Priorities in Edcucation” which was published earlier in The Examiner.
The document stressed the importance of the Church’s mission to the poor and the
marginalised, as well as the necessity of maintaining the high standards of
Catholic schools as centres of information, formation and transformation.
Particular emphasis was laid on the need to instill students with noble values,
thus preparing them to be loyal Indian citizens who will give their valuable
contribution to the well-being of their beloved Motherland.
In order to examine the implementation of the said recommendations, I have
instituted a body named ACTIVE (Archdiocesan Consultation Thrust to Implement
Values in Education) which will be composed of the following persons:
Chairman: Cardinal Ivan Dias, ABE President
Vice-Chairman: Bishop Percival Fernandez, ABE Vice-President
Members: Father Gregory Lobo, ABE Secretary, Convenor
Mr Conrad Saldanha
Dr Mrs Elaine Charles
Sr Monica Joseph, R.J.M.
Sr Noella Pereira, A.C.I.
Fr Trevor Miranda, S.J.
Fr Adolph Furtado, S.D.B.
Fr Aniceto Pereira
Mr Guilherme Vaz
I avail myself of this occasion to sincerely thank, once again, Fr Gregory Lobo,
Mr. Conrad Saldanha, the Paper writers, the members of the ABE Executive and
Consultation Preparatory Committees, and all those who contributed towards the
successful outcome of the Consultation. I am confident that the deliberations of
the same will lead our Catholic institutions to take a qualitative leap forward
in favour of the poor and the marginalised and to further the Catholic Church’s
mission to instill sound moral and ethical values in all those parents, teachers
and students who are in any way connected with the educational institutions in
the Archdiocese of Bombay.
+Ivan Cardinal Dias
Archbishop of Bombay
November 19, 2004
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