Editor by: Dr. Frederic Ntedika Mvumbi, OP
The Catholic University of Eastern Africa (CUEA) seeks to appraise its twenty-five years of existence, reflect on its present situation and pave the way for its future as well as the future of the community (Eastern Africa, Africa and beyond). In other words, the entire university not only inquires on what God has accomplished in the society through the work of its founders and its members but also evaluates the nature and the outcome of its services for more suitable contributions and opportunities, particularly as Africans strive to restore the ontological weight of Africa.
Thus, the conference chose to discuss lengthily the following themes:
- The relevance of Catholic higher education,
- The necessity of quality and training in education,
- The accessibility of Africans to education,
- The management of higher educational Institutions and
- The delivery of academic information.
These issues are considered as the five levels of sub-topics where critical and comprehensive enquiry took place as the Catholic Higher education in Africa for the 21st century is concerned.
As a matter of fact, the major concern for most of the discussions in the conference was to find or perhaps to re-visit the catholicity that could renovate higher education in Africa in order to face the challenges of the 21st Century, with a difference, integrity, professionalism and competitiveness. Although, catholic higher education is not an isolated realm, it ought to stand out for the promotion of knowledge, skills and values that the Church preaches and teaches because history shows that the Church has been and is still at the forefront of comprehensive education. This huge and ambitious agenda requires a second thought on the three aspects of education: cognitive, affective and psychomotor.
It should be noted, however, that the resourceful presenters who were invited and contributed to the success of this conference are from different backgrounds including philosophers, theologians, historians, sociologists, educationists and technocrats in various spheres. They seriously embarked on a series of questions and responses in order to engage everyone into a productive discourse that highlights the sub-topics mentioned above. This embraces a wide range of subject-matters such as the role of the Catholic higher education, the philosophy of education, the place of Catholic identity, the Church and development, the necessity of dialogue at all levels of Catholic higher institutions, the impact of counseling, access to scientific information, perception towards Catholic education, the journey of Catholic education, the function of ICT today, causes and factors of inaccessibility to education, old and new challenges for Catholic education, management, research and publication, monitoring and evaluation at all levels.
From the opening remarks to the way forward, the presenters brought into play their manifold aptitudes to find out how best Catholic higher education in Africa can fit into the 21st century. These topics were chosen since they have necessary features that could enhance what we have achieved, modify our curricula and programs, increase and diversify our research projects, add value to our delivery and reconsider the community and the society as we seek better achievement of our objectives. We, therefore, invite our readers to familiarize with all the issues discussed, for they contain significant comments. With remarkable clarity and commitment, they opened various perspectives to critical questions concerning Catholic higher education in Africa in the 21st century.
May all readers consider these proceedings as the work of committed people who are greatly concerned with the future of Africa and Africans; people who seek to advance the contributions of Catholic Higher Education in Africa of the 21st Century.