Why Build a Christian University in Africa?

Rationale for a University in Uganda

Speech presented by Shawn Tyler at the University Advisors’ Summit - 29 April 2009

When people hear that we seek to establish a university, some wonder why we would put so much time, energy, funding, and focus into this extremely large and expensive education project. Why not instead emphasize evangelism and church planting? Why should establishing a university be an important goal for Christians involved in mission work? While many arguments could be made to explain our vision, I suggest that examining a historical perspective, the current reality in Uganda, and the projected spiritual impact provides a convincing rationale for why such a project deserves our attention.

Historical Perspective

Philosophical and Christian leaders throughout the centuries have addressed the need for education, both individually and nationally. They repeatedly point out that a country that does not educate its people will neither prosper nor endure.

The significance of education was recognized by both ancient and more modern politicians. In the first century BC, Marcus Tullius Cicero, the great Roman statesman, said, “What greater or better gift can we offer the republic [nation] than to teach and instruct our youth?” He clearly understood the value of education to a nation. Benjamin Franklin, one of America’s founding fathers, said, “If a man empties his purse into his head, no one can take it from him.” He recognized both the value and security of education, even if the cost to attain it was great.

Friedrich Wilhelm Nietzsche, a famous nineteenth-century German philosopher and philologist, addressed the progressive nature of education. He said, “He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot fly into flying.” His statement holds true when applied to an entire nation as well: a strong and prosperous nation is not built overnight. A pre-determined effort must be made to raise up an intelligent and moral population capable of making their nation great. Ethical, empowered citizens will build a great society, but without them, greatness is impossible.

And while Cicero and Franklin address the importance of education to the success of a nation, William Ellery Channing, an eighteenth-century theologian suggests that education is actually more important than the work of the politicians. He says, “It is a greater work to educate a child, in the true and larger sense of the word, than to rule a state.”

Solomon, the wise king of Israel, provides a kind of biblical perspective on education, continually admonishing his readers to “get wisdom.” While “wisdom” and “education” are not automatically synonymous, they are often gained together. And Solomon continually emphasizes the importance of gaining Wisdom. It should be more prized than silver and gold and rubies (Proverbs 3:14- 15), and should be sought no matter what the cost. Proverbs 23:23 says, “Buy the truth and do not sell it; get wisdom, discipline and understanding.” A later proverb explains why this wisdom is so valuable: “By wisdom a house is built, and through understanding it is established” (Proverbs 24:3). This same principle of building and establishing can also be applied to a city and a nation. A lack of wisdom can do the opposite. Proverbs observes, “The foolish stir up a city, but wise men turn away anger (Proverbs 29:8). Other blessings of wisdom include long life, riches, honor, peace, and a pleasant way of life (Proverbs 3:15- 18).

Additionally, the Bible attributes great power to the educated. “A wise man attacks the city of the mighty and pulls down the stronghold in which they trust” (Proverbs 21:22). “Wisdom makes one wise man more powerful than ten rulers in a city” (Ecclesiastes 7:19). The power of the wise is also exerted through their righteousness. A wise man and a righteous man are understood to be the same in the book of Proverbs. And throughout the Bible, righteousness is the result of being wise in God’s truth. Consider the power of education as practiced by godly people. “Righteousness exalts a nation, but sin is a disgrace to any people” (Proverbs 14:34).

Throughout history, political, philosophical, and religious thinkers have said that wisdom through education is foundational to the development and prosperity of any individual, his house, his city, and his nation. Ignorance and the neglect of education bring ruin. Moral education brings prosperity, strength, and honor. We believe Biblically grounded education is an extremely important key to any nation’s future and to a Christian influence within that nation.

Current Reality

The critical need for higher education within the country of Uganda and East Africa in general is the least difficult of our arguments to rationalize. Numerous politicians and leaders in education have addressed the urgent state of education in this country.

An article entitled “Uganda’s Limping Universities,” written by Conan Businge and Carol Natukunda, appeared in the New Vision on Tuesday 4th March 2008. Consider at length their critique of the current state of tertiary education in Uganda.

“As the sun sets, a swarm of students storm lecture rooms, scrambling for seats. Ten minutes later, the room becomes packed, leaving many of them standing. From the day program, to private evening lectures, that is how far Makerere University has come to accommodate thousands of students. The same picture is reflected in other universities.

The National Council of Higher Education (NCHE) states that any student who attains two principal passes [in A Levels] qualifies for university education. But the space and lecturers are not enough.

A report on universities of Uganda by an Irish team notes that there is a poor staff-student ratio, lack of finances and low teaching standards.

Higher education state minister Gabriel Opio says 4,000 students will be admitted to public universities on government sponsorship. In addition, all 25 universities together have the capacity to admit [only] 30,000 on private sponsorship. [The total number of students able to attend any university in Uganda is only 34,000.] Out of the 53,720 candidates [A Level students] who passed [in 2006], over 19,700 students will [not] be admitted. Those who miss university education have the option of doing diploma courses, but these [tertiary institutions] can absorb only a small fraction. State-owned technical and vocational institutes and teacher education colleges can only admit 2,000 students.”

A.B.K Kasozi, Executive Director for National Council for Higher Education provides similar commentary:

“The expansion of enrollment has triggered a number of challenges. First, there has been an unprecedented emergence of many new institutions of higher learning including university and non-university ones. From one university institution in 1987, the country now has twenty six private and public universities, some of which are less than glorified high schools” (emphasis mine).

Even with the increase in universities, no matter how poor they are, they are still unable to enroll the massive number of students seeking university studies.

Kasozi notes that only 1.6 students out of every 1,000 people in Uganda are able to enter university studies, and only 4.4 students out of 1,000 people in Uganda are able to enroll in any kind of post secondary studies – public or private. This is compared to about 100 for every 1,000 for most African countries.

The condition for helping disadvantaged Ugandans with education is worse than expected. In Uganda, the 4000 state-sponsored students, are not those with the greatest need. Kasozi, in a report entitled “Access and Equity to Higher Education in Uganda: Whose children attend university and are paid for by the State?” explains:

“…studies in the 1990's showed that some 60 - 80% of Ugandan students who enter public universities for whom tuition and accommodation is paid by the state, come from wealthy families.

This conclusion has been reaffirmed by additional studies by: Mayanja, 1998; Sutherland, 2003; Kwesiga, 2003; Carrol, 2005; and Zziwa, 2006.”

In the same report, Kasozi also notes the geographical inequalities for student enrolment. He says, “Most students come from the Central Region (34.4%), and Western Region (30.5%). The Eastern Region (18%) and the larger Northern Region (17%) make up only one third of all university students. This means students studying around Mbale have a smaller chance of entering university studies than students from the southern and western parts of the country and only an equal chance with those from the north. Kasozi concludes, “Higher education must overcome this regional inequality by affirmative action.”

Gender issues also figure prominently in the university student problem. Kasozi reports that current university enrolment consists of 67% male and only 33% female students. Women are being marginalized in Uganda’s university education system by a ratio of 2 to 1 (Kasozi, 2006).

The most recent study of Uganda’s education dilemma comes from Collins Gyavira Rubanju who submitted his master’s thesis for Oslo University on 12th September 2008 entitled “Quality Challenges In Higher Education Institutions In Uganda.” He writes:

“Uganda’s participation rate in higher education is currently at 1.23% against Africa’s 10%... The annual average rate of increase in higher education enrolment demands has been 46% per annum in the last decade (World Bank, 2000), with 63% (78,107) of the students joining universities. The rest must be absorbed into studies in tertiary institutions (Kasozi, 2006)

Furthermore, the overall staff to student ratio for all universities was 1:24 but those of Makerere and Kyambogo – both public universities (1:33) and Nkumba (1:32) were unacceptably high.

NCHE (2005) reports further that the lecturer-student ratio of the School of Education (in Makerere) and Makerere University Business School (MUBS) were 1:56 and 1:47 respectively which was “unacceptably worse” (Kasozi, 2006). As a result, it is not hypothetical to state that in most universities, teachers are more engaged in teaching than they are in research. Gabriel Opio (2008) in his address to lecturers and researchers said that 90% of teaching programs in universities was classroom-oriented, leaving very little time for research.

Quality is affected by lack of educational facilities (NCHE, 2005) because the increased numbers of students have outmatched the existing educational facilities. A survey of institutions of higher learning by the National Council of Higher Education revealed that educational facilities have not been expanding with the increases in student numbers (NCHE Survey, 2004). In a subsequent study, it was found that the overall computer-student ratio dropped from 1:35 to 1:46 as compared to the previous year (NCHE, 2005) while in some cases, a single computer was shared by over 300 students (Liang 2004). Regarding library books while in a tertiary institution there should be a student: book ratio of 1:50, no single institution had achieved this feat; indeed one institution provided a single book per student (Kasozi, 2003a). Generally, other educational inputs like audio-visual aids, chemicals, equipment, and laboratory facilities have remained insufficient.”

These reports demonstrate the desperate state of higher education in Uganda. Universities that provide quality as well as opportunities for the disadvantaged are urgently needed. By providing quality education that is biblically grounded, we will speak to an important need in African society, and, at the same time, open the door for powerful spiritual impact.

Projected Spiritual Impact

Both the philosophical perspective and the practical reality cry out for quality education in Uganda. But neither of these perspectives explains why the church should commit its attention and resources to higher education. In fact, some would argue that university development should be left in the hands of governing bodies such as the United Nations, World Bank, International Monetary Fund, or the Organization for African Unity. Others would say that national governments should be responsible for the education of their people. In light of these arguments, should the church commit itself to developing higher education? We believe the answer is emphatically, “Yes!”

We believe that Christian higher education is imperative in any nation seeking to have an influential Christian movement. This statement may seem extreme, but another look at history will be helpful in explaining how we reach this conclusion. In his article “A New Kind of Urban Christian” (Christianity Today, May 2006), Timothy J. Kellar describes how cultural trends are set by citizens living in urban centers, not by those in rural areas, and sometimes even counter to the trends of those in the country. He says that

“historians point out that by A.D. 300, the urban populations of the Roman Empire were largely Christian, while the countryside was pagan. (Indeed, the word pagan originally meant someone from the countryside.) The same was true during the first millennium A.D. in Europe – the cities were Christian, but the broad population across the countryside was pagan. The lesson from both eras is that when cities are Christian, even if the majority of the population is pagan, society is headed on a Christian trajectory. Why? As the city goes, so goes the culture. Cultural trends tend to be generated in the city and flow outward to the rest of society.”

The same is true today. People in cities tend to occupy influential jobs in the arts, business, academics, publishing, media, and government. This group has a disproportionately large impact on the entire nation’s culture and religion. If the influential job-holders in the cities are Christian, then that influence will flow out to the surrounding towns and rural areas. But if it is not, then worldly culture will be spread.

Perhaps the influential nature of the urban population is one reason that both Jesus and Paul concentrated on cities during their ministries. The importance of having large Christian populations in the cities is highlighted by one author who says that “if Christians do not live in the cities to the same percentage as the general population, they should not expect much influence in society” (James Montgomery Boice, in his book Two Cities: Two Loves). For the greatest impact on the nation’s culture, Christians must live and work in the cities. To do this, they must be superbly trained to qualify for the most influential jobs available in the nation. From these positions, rather than simply denouncing worldly culture, Christians can integrate their faith and values into their work and neighborhoods in order to influence and shape the culture. A Christian university is a vital tool in creating this ethical, empowered workforce.

However, if we survey the mission work of the Churches of Christ and Christian Churches over the last 100 years, we find that the vast majority of our mission work in Africa has focused in rural areas. Church of Christ missionaries have often gravitated to smaller towns and the villages surrounding it. Though some work has targeted urban centers, most of the focus has been on evangelism, church planting, and physical ministries such as clinics, hospitals, orphanages, street children, vocational training, etc. If leadership training has been targeted, most of our efforts have been on the lowest levels of education in order to accommodate rural Christian leaders. The Christian Churches have done much of the same and have perhaps adopted an even more extreme tactic of targeting unreached people groups. These tribes often have little political, economic, or cultural influence and tend to be seen as unimportant or fringe people groups in the nation as a whole. While everyone deserves to hear the gospel and no group should be excluded or overlooked, missionaries and mission agencies should not so narrowly define their mission efforts as to exclude the cities or the most elite and influential segments of society.

Let us add that some very noble work has been done to reach the large cities of Africa and to build higher education institutions in Africa. We should gratefully acknowledge the existence of some larger urban churches such as Nsawam Road Church of Christ in Accra, Ghana, or dozens of churches in Nigeria of over 500 Christians, and many in Central and Southern Africa of 300-500, and even Eastleigh Church of Christ in Nairobi, Kenya (600 Christians). We should also praise the educational efforts of Heritage Christian College, Accra Ghana, the George Benson Christian College in Zambia, and the Obong University of Nigeria. Other notable educational efforts offering training up to a B.A. level may also include Nigeria Christian Bible College in Ukpom, Nigeria, the South Africa Bible College in Benoni, South Africa, the Nigeria Bible Institute in Uyo, Nigeria, and the Ghana Christian College in Accra, Ghana. However, none of these exist in East Africa.

We must underscore the fact that efforts to target the influential city centers and to develop institutions of higher education have not been completely absent from our mission programs. They have simply taken a much smaller share of emphasis, funds, and manpower over the past century.

The Mbale Mission Team thinks it is time to call for a new focus and a re- adjustment of our mission values and goals. It is time for us to learn from Church history – Jesus, Paul, and the first century apostles and disciples – that we must seriously target the cities (and the most influential people in them) without excluding the rural areas. It is time to plan strategically and long-term to educate and train Christian men and women for the most influential jobs available. It is time we first educate then disciple Christians on how to integrate their faith and values into the work place. The Mbale Mission Team does not see a university as just another institution of higher education. We see it as an extremely important and strategic tool for training Christians to become the most influential part of society. We want to see future Presidents, cabinet ministers, government leaders, media personalities, authors, businessmen, and artists who boldly profess their faith in Christ before the masses. And we want them to come from LIU. We see a university as a mission tool to transform entire nations. We want our churches and church leaders to be known as the most educated leaders in the country.

Personal Belief

In addition to the historical, social, and spiritual rationale for this endeavor, we want to undergird our proposal with some of our own strong, personal beliefs.

These are the impetus for our efforts to establish a university in Uganda.

  • We believe that the African church needs African theologians and ministers who are able to address the specific needs of their own cultures with the trans-cultural principles of the gospel and Scripture.
  • We believe that Africa needs young people educated from a Christian perspective for a wide variety of vocations and professions in the rural areas as well as the influential city centers.
  • We believe that the most cost-effective higher education for African students can be accomplished on African soil.
  • We believe that most African students will have a healthier educational experience, lower drop-out rate, and better preparation for productive spiritual ministry by receiving their training in Africa rather than in the vastly different American or European cultural and educational environments.
  • We believe that missionaries should use their academic resources and their contacts with American and European universities to initiate the establishment of Africa-based training at the university level that is essential for a mature African church.
  • We believe that that university-level training in Africa for Africans would significantly contribute toward fulfillment of the Great Commission of Christ.
  • We believe that American and European universities should seek association with and support our university in East Africa for mutual benefit and for the further strengthening of the global Christian community.
  • We believe it is time for a united project between the American Christian Churches and the Churches of Christ in the form of a university that would benefit the leaders of both church groups throughout Africa.
  • We believe a university in Africa can become a world example for the unity movement among these two church groups.
  • We believe the time is right and that God is mobilizing Christian leaders, churches, and resources for a university in Mbale, Uganda.

Warning

Let us conclude this paper with some much needed spiritual admonition. Satan would not want us to work in unity and bring something into existence that would greatly enhance God's kingdom in East Africa. Therefore we should not be ignorant of his well-proven approaches to thwart and/or corrupt Christian endeavors. Let me give a few areas of concern that we must be careful to avoid:

  • Those who are participating in developing LivingStone International University come from different parts of the Restoration Movement, different countries, cultures, and tribal background. Satan will attempt to use our doctrinal, historical and cultural differences to divide us.
  • There is an obvious difference in the approach to education between the American Christian Churches and the Churches of Christ. Both groups need to be sensitive and alert to this difference and not allow assumptions or traditional approaches to unnecessarily bind our future efforts.
  • Starting a university is difficult enough in itself. Trying to start LivingStone International University cross-culturally (Western and African) is a huge task. There will be much need to think outside our individual boxes and create new and innovative ways to meet the needs of our target students.

Holding too firmly to traditional or Western ideas of education could be a stumbling block that Satan would use against us.

  • Many of the people involved in establishing LivingStone International University are high-profile individuals who are used to persuading others and leading. There is tremendous opportunity for Satan to bruise egos, hurt feelings, and cause some to withdraw. A spirit of humility and service to a greater good should overshadow personalities, reputations, and personal preferences and experiences.
  • There will be an effort to combine academics with practical ministry in the field. This could provide many opportunities for tension among those who would champion either emphasis.
  • Communication (often, clear, and specific) will be needed to bring everyone together and keep us going in the same direction. Satan would love to trip us up with assumptions that we naturally make in everything we do. A clear system of communication and organization will be necessary.

Conclusion

I pray that you are already sold on the idea of establishing LivingStone International University. This paper is intended to remind us of the needs for such an endeavor and to provide us all with the words and ideas necessary to convince others who do not yet understand the importance, magnitude, and potential impact of this undertaking. Through LivingStone International University, we seek to transform Uganda and the neighboring nations by developing ethical, empowered, employable Christians and sending them into every sector of African society—business, politics, media, academics, the arts, and the justice system. In fact, our mission effort in East Africa cannot afford to miss this opportunity to shape the next generation of Christian men and women.