brief overview of the university problematic in … ·...
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Brief overview of the university problematic in Argentina
The Missional Church and her task of transformational education By Virginia Contreras
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Preface
This is a work in progress. A draft of this paper was presented to the Commission on
Students Ministries on July, 2012 in Springfield, MO. Having worked in Argentina as an Art
teacher in elementary school, Social Studies teacher in secondary school level, assistant
professor at the university of Law, and instructor at many Seminarios e Institutos Biblicos, this
paper expresses my concerns, not just for the condition of many university students but of
students in general. At the same time, it is written to awaken the Body of Christ to its very
nature; that is to be a missional Church, which provides real transformational education for
God’s glory and the extension of His kingdom.
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Introduction
The XXI century is the century of the University because worldwide there are more and
more college students. Globally, in 1970 there were about 28 million, that figure has now
exceeded 160 million.
In Latin America, in 2011, there were 11 times more college students than in 1970.
Despite the apparent increase in numbers, there are other phenomena that deserve attention: the
low graduation and dropout out rate.
"The university dropout, is the process of voluntary or forced abandonment of the
academic studies in which a student enrolls, for positive or negative influence of internal or
external circumstances to him."1 Margarita Latiesa, professor of Sociology at the University of
Granada in Spain, conducted studies in 1992 that pointed out that dropout rates in Spain varied
between 30% and 50% and were similar to those of other countries like France, Austria and the
United States. However, they differentiate from the drop out rates in Germany (20-25%),
Switzerland (7-30%), Finland (10%) and the Netherlands (20-30%).2
In Bolivia, according to a research conducted in 2005,
There is a high rate of recidivism in course failures and desertion in the public universities. In the case of Law, Medicine and Civil Engineering, the level of desertion reaches rates of 50% to 60%. Symmetrically, the rates of the obtaining of a degree are low, between 19% and 27%. The main factors to the desertion are: The high degree of poverty that forces youth to find a job, the lack of guidance on studies programs and professional markets, the frequent early marriages, and the lack of infrastructure facilities with the resulting discomforts, being the most critical the overcrowded classrooms. The
1 “La desercion universitaria es el proceso de abandono voluntario o forzoso de la carrera en que se
matricula un estudiante, por la influencia positiva o negativa de circunstancias internas o externasa el.” Repitencia y deserción en la educación superior de Guatemala”, Instituto Internacional para la Educación Superior en América Latina y el Caribe (UNESCO)
2 Margarita Latiesa, La desercion universitaria (Madrid: Siglo XXI de Espana Editores, S.A.,1992)
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consequences are classified in three main subjects: Personal, issues like frustration and the loss of professional work opportunities along with the resulting low income; Social, with the increase in the rates of underemployment and poverty, and Institutional, with the significant economic cost for the Universities.3 According to the Report on Higher Education in Latin America and the Caribbean, 2000-
2005 dropout and failure in the universities are conditions that cause physical and mental health
problems in youth. Moreover, the dropout implies a high cost economically, losing per year
between 2 and 415 million dollars, by country, in Latin America.4
A. Some items to consider
A.1.Graduation Rate
The XXI century defines developed countries as those with college graduation rates
higher than 30%, (more than 30 of every 100 earn a university degree). In Argentina, the
graduation rate is less than 14% (14 students out of 100). The graduation rate in Argentina is
lower than in Panama, Brazil, Mexico, Chile and Cuba. In Brazil, with a population of 192
million, college students graduating per year are more than 800,000. In Argentina, (population
40 million), college students graduating per year are 95,000. That is, in Brazil 4.2 students
graduate per 1000 inhabitants and 2.4 per 1000 in Argentina.5
In 2012 Argentina has 47 national public universities, 46 private universities, 7 state
institutes of high education, 12 private universities, and a provincial university. It arises from an
analysis of graduation rates of some of these national universities that: in 2008 at the National
University of Salta had 4.9/100 students graduate, who had entered the university 5 years prior;
3 Document Code: IES/2005/ED/PI/1 Date of Publication: June 2005 “Estudio sobre repitencia y deserción
en la educación superior en Bolivia.” Universidad Autónoma “Juan Misael Saracho” Secretaría Ejecutiva de Desarrollo Universitario.
4 In the case of Mexico, it has been estimated that the cost of college dropouts was between 141 and 415
million dollars per year. (Source: Informe sobre la educación superior en América Latina y el Caribe 2000-2005. La metamorphosis de la educación superior. UNESCO).
5 It is of note that the figures from Brazil are those most countries have.
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at the National University of Jujuy 5.6/100 graduated; at the National University of Comahue
5.8/100 graduated and at the National University of La Rioja 7.1/100 graduated. The highest rate
of graduates belongs to the National University of Cordoba, with 40 out of 100 freshmen
graduating, (below the rate in Brazil that is 63 to 100). In Argentina, in some state universities
there are 20 students enrolled for each one that graduates, in the case of the University of Salta
that figure is 84 for each graduate. (In Brazil there are 6.3 students per graduate.) This means a
huge economic cost for Argentina, which is supported by citizens who never study at a
university.6
A.2. Student’s educational origin7
Out of every 100 students in elementary schools in Argentina, 75 go to public schools
and only 25 go to private schools. In analyzing the origin of those who manage to graduate from
the university, it is observed that 70 of every 100 graduates come from private schools.
According to University Census data (2004), the University of Buenos Aires has 56% of students
coming from private schools. Especially in the Faculty of Economics, nearly two out of three
students come from private schools. Statistics show that the preparation in private high schools
has influence upon the challenges of university academics. Aliento A. Guadagni, points out that:
“beyond any speech or proclamation of equality the real case is that our current education system
reinforces the marginalization of many poor children’s access to higher levels of education.”8
A.3. Imbalance in career choices
6 Aliento Aldo Guadagni, Desercion, Desigualdad y Calidad Educativa, Econometrica S.A.,2011, 15. 7 Note: Argentine education system: Initial education includes children from forty-five (45) days to five (5)
years of age inclusive, being mandatory the last year. The Primary and Secondary education is 12 years in duration. Jurisdictions may opt for a structure that includes 7 years of primary and 5 secondary or 6 years of primary and 6 secondary. (Primary education begins at age 6 years. Secondary education begins at age 12/13 years)
8 Aliento Aldo Guadagni, Desercion, Desigualdad y Calidad Educativa, Econometrica S.A.,2011,17.
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At the same time it is important to consider that in Argentina there are very few graduates
in science and technology. In his book, "Basta de historias!” (No more stories!) Oppenheimer
said that Argentina urgently needs agronomists, engineers and geologists, that is, professional for
this modern world of production.9 At the University of Buenos Aires “1500 graduate as
psychologists and only 500 engineers per year.” The same author adds, taking into account the
industrial engineering graduates, the University of Buenos Aires “is producing 10 psychologists
to organize the ideas for one industrial engineer.”
The university has a crucial role in forming a society with human capital and economic
growth. Reason why universities in most developed nations have emphasized scientific and
technological disciplines in the formation of their college curriculum; not only to improve the
level of national life, but also to meet the demands of production and job opportunities of this
globalized world.
B. Dropout rate: some causes
The Report on higher education in Latin America and the Caribbean, 2000-2005
emphasizes that one of the greatest challenges lies in reducing repetition and dropout, in public
and in private universities. The dropout phenomenon is related not only to the extent of students'
academic performance but also the effectiveness of the education system in general.
There are several reasons for the university dropout in Latin American countries. Some of
them are:
• Deficient academic preparation at the moment of entering the university;
• The hastily choice of career or lack of previous serious analysis;
• The lack of economic resources to finance the costs of college life;
9 Note: State universities are the main trainers in science and technology. Most private universities do not
offer these courses, or enrollment in these disciplines is scarce.
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• The long duration of university studies;
• Expectations daunting at graduation due to high unemployment in many countries, etc.
Below is a brief consideration of some of these causes.
B.1. Unrestricted admission
In Argentina there are deficiencies in the university system itself that contributes to the
abandonment of academic studies, for instance: the policy of unrestricted admission.
According to Professor Margarita Latiessa it is no coincidence that dropout rates are
inferiors in countries that have more selective systems for admission into higher education than
in those with more open systems.10 "The university should be open to all classes but the
admission must involve intellectual effort of the applicants. The world is not going in the
opposite direction, we are.”11
B.2. Academic deficiencies in the freshman student
Poor academic preparation in students coming from high schools, with low academic
levels, is affecting the university students’ performance at the university and also the future
employment.
Upon entering the University, many students face a high level of academic requirements
to pass their course work, and many lack proper study habits and have only a precarious base on
matters of scientific fundamentals, resulting in repetition and dropout.
Every two years the Ministry of Education in Argentina does an “Education National
Operative.” The one performed in 2005, in terms of evaluation (scoring "high, medium, low")
was taken from 120,000 students of 4,800 elementary and secondary educational establishments.
10 Margarita Latiesa, La deserción universitaria (Madrid: Siglo XXI de España Editores S.A., 1992) 11 Aliento Aldo Guadagni, Deserción, Desigualdad y Calidad Educativa, (Buenos Aires: Econométrica
S.A.,2011, 15.)
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The results obtained indicated that, in Mathematics, 40% of pupils who complete elementary
school have a “low” knowledge.
In secondary school the knowledge index "low" in Mathematics was 52%. The "low"
rate, at the end of secondary school, was 38% in Language, 47% in Natural Sciences and 37% in
Social Sciences. It is illogical to think that the University can correct educational deficiencies
accumulated during the previous educational process.12 This situation is aggravated by the failure
to have comprehensive exams for secondary school graduation and as a requirement to enter
university, (Brazil and Chile do have them as a requirement)13. In other words, the secondary
school level does not offer the required quality in order for the graduating students to be
equipped to have success in the pursuit of higher education.
B.3. Lack of career/vocational guidance
The academic training that the students bring from secondary school is important. For
Professor Silvina Gvirtz of Universidad del Salvador and researcher at CONICET, “young
people finish secondary school and do not know what career to follow. They jump from one
university to another and eventually quit because starting over each time slows them down.”14 At
the same time, a high percentage of students choose a university career without prior detailed
information about it.
B.4. Socio-economic problems
A study by the private consultancy EPM15 comparing data from TGI-IBOPE16 showed
12 Aliento Aldo Guadagni, Deserción, Desigualdad y Calidad Educativa, (Buenos Aires Econométrica
S.A.,2011, 6). 13 Note: in other countries more stringent requirements to enter public or private universities makes them
many more who graduate 14 Edicion impresa Diario Clarin. Sociedad. Octubre 2010. Buenos Aires: Argentina. 15 EPM is a private consultant agency in Argentina.
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that between the years 2005-2010 the number of young people between 20 and 25 years old
studying descended by 15% in that period. Analyzing the percentages by socioeconomic status
showed that in low-income students it was down 34% and in medium income students it went
down 18%. The survey among 1200 cases in cities of 50,000 inhabitants in Argentina showed,
that in the Northern area and Cuyo area, this figure fell even further among lower-class
university students. In Argentina 2 out of 10 young people study at the university from a low
socioeconomic level; and 5 young people out of 10 from middle economic level. On the other
hand, the number of Argentine young people who neither study nor work,(generacion ni-ni)
went from 28% in 2005 to 34% in 2010.17
Universities in Argentina do not have dormitories. Students have to commute to attend
class and if they are coming from another province will need to rent an apartment/room.
Therefore, university students in Argentina need to find a job while studying to provide for their
needs. (Of those who study 33% also work).18
The document “Anuario 2008 of Statistics University”19 showed that enrollment in
public universities fell in the last few years. The public universities went from having 305,614
new students enrolled in 2002 to 271,428 new students in 2008. On the contrary, private
universities rose from 53,650 in the year 2002 to 93,800 in 2008.
The causes of drop out are manifold but the academic level of students and the economic
16 IBOPE is a company that is dedicated to measuring the results of surveys to Target Group in their use of
various means of communication in Argentina. 17 Diario El País. España. 22 de junio de 2009 JOSÉ LUIS BARBERÍA
http://elpais.com/diario/2009/06/22/sociedad/1245621601_850215.html In Spain they are called Generacion ni-ni. (Neither-nor generation). “700,000 Spanish youth, despite the inexorable passage of years, neither study nor work.”
18 Fuente EPM/IBOPE, 2010. 19 “Anuario 2008. Estadísticas Universitarias. Ministerio de Educación”. Presidencia de la Nación.
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difficulties enhance the students’ dropout.
B.5. Other factors
B.5.a. Alcoholism
The document “Keys to the public debate: University dropout” mentioned alcoholism as
one of the causes that bring a negative impact on students’ academic performance and the
subsequent decision to leave the university.20 For Professor Guillermo Rocha Paramo of Central
University in Colombia, “bars and taverns have become a pest and are affecting the college
dropout ... All universities are surrounded by bars…Colombia has the highest rate of youth
drinking in Latin America.” Even more, the document entitled “A look at alcohol as a public
health problem”21 is showing (in a study conducted at the National University of Colombia in
2006), that 51% of women and 66.9% of men consume alcoholic beverages. It also shows that
66.7% of those over 18 years and 55.8% of those under 18 years drink alcohol. The same
document points out that a study of 190 students in their second and third semester at the Faculty
of Medicine, at the University "Juan N. Corpas" in Bogota, conducted in 2007, showed that
58.7% consumed alcoholic beverages and 24.9% were drunk in the last month.
In Argentina22 according to the survey done by the “Department for the Prevention for
the Drug Addiction and the Fight against Drug Trafficking (Sedronar)” found that 63.4% of
secondary students, (13 to 17 years old), surveyed reported having used alcohol at least once---
in the previous two weeks of the survey---, had drunk more than five glasses a night, of these
20 Claves para el debate publico: deserción universitaria (Universidad Nacional de Colombia: Unimedios:
Bogotá, Colombia, Julio de 2009, numero 27,18. 21 “Una Mirada al consumo de alcohol como problema de salud publica.” Instituciones educativas y
culturales frente a la problemática social del alcohol y otras sustancias psicoactivas. Bogotá, 2008,15 22 Despite the fact that alcohol beverages are prohibited to be sold to persons under 18 years of age most of
the teenagers drink beer, which is sold in practically all the Argentine’s kiosks –corner shops– to anyone without having to show an ID.
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51.3% were men and 47.6% women.23
Studies conducted in Colombia have shown that secondary school students who use
alcohol are five times more likely to abandon the school than students that do not consume
alcohol.24
Among Argentine university students, and according to an investigation of the
Universidad Nacional de Rosario in 2009 on the use of alcohol and academic performance of
students in the health area, showed that 72% of students drink beer and wine but indicate that it
is a low-risk consumption in most cases. In cases of harmful intake could prove a poor
performance in their academic studies.25 The study is based on the presumption that such
consumption may increase the likelihood that these students become professionals with abuse of
alcohol or other drugs, which could cause interference with their activity. Moreover, during the
academic period, the abuse could delay or precipitate the abandonment of their studies.
B.5.b.Gambling
Another aspect that affects students in Colombia, according to Vice-Minister of Higuer
Education, is gambling.
"When I was rector of the UNAB, in Bucaramanga, we had serious issues with students gambling. They are inciting to gamble, they make them win and win, and then the students began to lose and they lend them money. Later when their debts are terrible, they beat them and they say that the only way to pay back what they owe was by bringing more students to play.”26 (Personal Translation)
Conclusion
23 http://www.clarin.com/sociedad/alcohol-estudiantes-consumo_0_702529838.html 24 Perez Gomez, Augusto y Scopetta Diaz-Granados, Orlando. Consumo de alcohol en menores de 18 años
en Colombia. Estudio en siete capitales y dos municipios pequeños. Bogotá, 2009. 25 http://www.unr.edu.ar/noticia/1175/estudian-la-incidencia-del-alcohol-en-el-rendimiento-academico 26 “Una Mirada al consumo de alcohol como problema de salud publica.” Instituciones educativas y
culturales frente a la problemática social del alcohol y otras sustancias psicoactivas. Bogotá, 2008, 19.
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The college dropout is a scourge for higher education. There are multiple factors that
produce it. These arise from the analysis of the relationship between the education systems with
the socio-economic structure, labor market, the composition of students, in every specific
country, among others.
In Argentina, (as it is shown in the report by Econometric S.A.),27 neither the widespread
free public university, nor the lack of comprehensive exams at the secondary school level, have
contributed to allow the population of lower economic standing, resources to graduate from the
universities.
27 Aliento Aldo Guadagni, Deserción, Desigualdad y Calidad Educativa, Econométrica S.A.,2011, 17.
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Brief proposal to minimize underachievement and dropout
The academic drop out rates can be avoided:
1) By improving high school academic levels. (Strengthening the quality of basic education among students before they enter the university in areas of literacy, reading-comprehension and math. The low academic levels in these areas precipitate school failure).
2) By helping secondary school students to have vocational orientation and vocational tests; as well as interaction with professionals of different fields of study.
3) By professionals willing to coach university students.
4) By providing free seminars to improve writing composition, math clinic/tutoring,
chemistry clinic/tutoring, etc.
5) By counseling and building a support network system on campus; (especially for freshman students and students coming from different provinces).
This is not the church’s problem, or is it?
It would be ideal if the educational systems in Latin America would provide answers and
solutions to this problematic of dropouts, low graduation rates and “forever students.28” In some
countries some measures are being taken. Still it is important to be reminded of the teaching
ministry and the responsibility of the church. The church has some basic tasks: to worship, to
proclaim, to serve and to educate. According to James Smart, “the teaching is of the essence of
the church, and a church that neglects this function has lost something that is essential to its
nature as a church.”29 (Personal translation).
For the French philosopher Jacques Maritain the object of education is:
To guide man in the dynamic development over which is formed as a human person-- provided with tools of knowledge, strength of judgment and moral virtues, while at the
28 “Forever students” (alumnos crónicos) are those who do not drop out but continue with their studies
with an excessive delayed. 29 “La enseñanza pertenece a la esencia de la iglesia, y una iglesia que descuida esta función docente ha
perdido algo que es indispensable a su naturaleza como iglesia.” James Smart, El ministerio docente de la iglesia (Buenos Aires: Methopress, 1963), 19
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same time, is enriched with the spiritual heritage of the nation and civilization to which it belongs, thus being assured and saved the heritage of generations.30 (Personal translation) Basically the aim of the education is to form a certain kind of human being. The purpose
of secular education is held in Christian education, although Christian education seeks to form a
very specific kind of human being: a disciple of Jesus Christ. That is why the primary purpose of
Christian education is to lead the follower of Christ into maturity; to the plenitude of its essence
as a child of God (Col. 1:28; Eph. 1:13)
So what can the church, as an agent of change, do about the problematic presented in this
paper? How can the church --with the giftedness of her people-- contribute a solution to this
problematic? How can university student ministries in Latin America be intentional in organizing
and orchestrating a strategy to empower young people with the Word of God, the Holy Spirit and
healthy communities to serve and finish well? How can students be at the same time empowered
with skills to succeed in their university studies so they a not part of the growing generacion ni-
ni?
Holistic Discipleship
Jesus replied, “The most important commandment is this: ‘Listen, O Israel! The Lord our God is the one and only Lord. And you must love the Lord your God with all your heart, all your soul, all your mind, and all your strength.’ The second is equally important: ‘Love your neighbor as yourself.’ No other commandment is greater than these. Mark 12:29-31
Loving God and one’s neighbor involves “head,” “heart” and “hand.” This is what
holistic discipleship is about. In other words, holistic discipleship is a lifelong process that takes
into account the cognitive, affective, and transformative aspects of the whole person of the
30 Para el filosofo francés Jacques Maritain el objeto de la educación es “guiar al hombre en el
desenvolvimiento dinámico a lo largo del cual va formándose en cuanto persona humana—provista de las armas del conocimiento, de la fortaleza del juicio y de las virtudes morales, mientras que, al mismo tiempo, va enriqueciéndose con la herencia espiritual de la nación y de la civilización a la que pertenece, quedando así asegurado y salvo el patrimonio de las generaciones.” Jacques Maritain, La educación en este momento crucial (Buenos Aires: Ediciones Desclee de Brouwer, 1965), 21.
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disciple. Ministries that put the accent only in the “heart,” could end up with just emotional
worship meetings without proclamation neither application of biblical doctrines. Ministries that
focus only on “hands,” could end up with social action programs without the crucial foundation
of Christianity: the Gospel. Ministries that focus just on the “head,” could end up as a theological
dead academic ghetto. Hence, Jesus’ teachings on following Him and learning from Him give
consideration to the whole and integrated aspects of life. His discipleship was much more than a
Sunday morning lesson. Every follower of Christ must take his faith intelligently.31 In other
words, biblical Christianity does not promote the heart/mind dichotomy that dominates many
churches in Latin American countries.32 Biblical Christianity does not put either the accent in the
western individualism as a Christian virtue per se. Individual salvation is important but as E.
Stanley Jones said: “An individual gospel without a social gospel is a soul without a body, and a
social gospel without an individual gospel is a body without a soul; One is a ghost and the other
a corpse.”33 The Church has a local and global responsibility; an individual and social
responsibility: a temporal and eternal-effect responsibility. As Amy Sherman states:
The big Gospel reminds us of God’s big story. He created a paradise and invited us to be stewards of it, legitimating all kinds of work. We blew it, but God did not retract the cultural mandate from us even after the Fall. But the Fall meant that our work would be much more difficult and sometimes feel futile. Jesus’ redemption means that the restoration project is underway. Jesus’ great salvation work pushes back every aspect of
31 “If theology is faith seeking understanding, then no one is exempted from the demand that seek to
understand the faith that is in him … the Protestant must take his own decision about the Christian faith, and that he cannot do this apart from the life of the mind. He cannot, in other word, decide not to be a theologian without deciding not to be a Christian. His options are never, ‘Shall I be a theologian or not?’ They are only, ‘Will I be a good theologian or a bad one?” Robert McAfee Brown, The Spirit of Protestantism (New York: Oxford University Press, 1961), 119.
32 Latin America has been suffering the Prosperity Gospel for many decades (which brought a presentation
of Jesus Christ as Santa Claus or a vending machine and also a magical thinking. Among other sad consequences is the fact that infuses false hope in new believers who at the end turn out disillusioned and disappointed. An example of magical thinking: student would think that if he attends all the weekly activities of his church then he would pass the exam at the end of that week (without proper preparation, serious study and hard work) just because he has been involved in “God’s business.”
33 E. Stanley Jones, A song of Ascents, (Nashville: Abingdon Press, 1968), p. 386.
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the curse: redeeming the broken relationship between humans and God, humans and themselves, humans with one another, and humans with the creation itself. All of that is Jesus’ work, not just “saving souls.”34
The challenge of practical wisdom
“Christianity hovers dangerously close to this irrelevance if the life of the mind is neglected inside the church and the truth of Christianity is not defended winsomely and rigorously outside the church.”35 The Bible changes the way one’s thinks, feels and acts, therefore churches throughout
generations have been intentionally involved in making disciples that know how to build their
lives on the Word of God. God as the creator of human beings has something to say about all
aspects of life, (finances, vocation, relationships, work, sex, etc.). It is essential to design and
teach biblical courses, that applied the Gospel to all areas of life, in order to see real
transformation.
Aristotle in his book "Nicomachean Ethics" defines phronesis as the virtue of practical
wisdom or practical thinking. The Greek philosopher distinguishes between two intellectual
virtues:
1) Sophia (wisdom) is the ability to think well about the nature of the world and discern why the world is the way it is, as well as the approach of universal truths;
2) Phronesis is the ability to consider the mode of action for a change, to achieve some
end. Phronesis is practical and it is interested in how to act in particular situations. One can learn the principles of action but to apply them in one's life requires maturity.36
34 Amy Sherman, founder of Charlottesville Abundant Life Ministries and Director of the Center on Faith
in Communities at Sagamore Institute.
35 Craig, William L., & Gould, Paul M. The Two tasks of the Christian Scholar (Wheaton, Illinois: Crossway Books, 2007), 19.
36 Phronesis in the New Testament: In Luke 1:17 (NLT) “ He will be a man with the spirit and power of
Elijah. He will prepare the people for the coming of the Lord. He will turn the hearts of the fathers to their children, and he will cause those who are rebellious to accept the wisdom (phronesis) of the godly.” In Ephesians 1:7-8 (NLT) “ He is so rich in kindness and grace that he purchased our freedom with the blood of his Son and forgave our sins. 8 He has showered his kindness on us, along with all wisdom (sophia ) and understanding (phronesis)
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To have holistic discipleship and real transformation of individuals and communities, a
biblical, relevant and applied theology is needed in Latin America.
The local church and Christian education
As it was expressed by the “Comité de Literatura Cristiana del Comité de Cooperación
en la América Latina”:
La educación cristiana tiene por objeto: (a) conducir al alumno, paso a paso, al conocimiento cabal de los hechos y enseñanzas de las Sagradas Escrituras, (b) guiarle a la aplicación de las verdades fundamentales de ellas para la redención de toda su vida; (c) impulsarle a la practica de los principios fundamentales encontrados en ellas para la formación de un solido carácter cristiano; y (d) inspirarle a reconocer que estas verdades y principios sirven para la solución de los problemas morales, sociales y políticos del mundo.37
Mission and educational work toward the congregation
The development of a Christian educational curriculum towards specific and different
groups within the local church, developed by teachers, professors and educators, for the purpose
of training and instilling the habit of reading, critical thinking and Christian values from an early
age. 38 This curriculum will be:
• Christian education for elementary students
• Christian education for secondary students
• Christian education for college students
37 Comité de Literatura Cristiana del Comité de Cooperación en la América Latina, “Memoria de la
conferencia sobre cursos y materiales de educación cristiana (Buenos Aires, 1949), 5. “Christian education is to: (a) lead the student step by step, to the full knowledge of the facts and teachings of the Holy Scriptures, (b) guide him in the application of the fundamental truths of them for the redemption of all its life, (c) urge him to put into practice the principles found therein to form a solid Christian character, and (d) inspire you to recognize these truths and principles used to solve the moral, social and political world.” (Personal translation)
38 In Argentina, as well as in many other Latin American countries, an intentional and organized curriculum for
the training in biblical theology for the local church does not exist. “Sunday school” has almost disappeared. The congregation is educated through the preaching of sermons during multiple services during the week; or by following a basic manual used in cell groups or in some cases, by Institutos Biblicos (by extension) having courses held in the churches but not everyone attends. As a result many Christians lack a proper knowledge and understanding of the Bible.
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• Christian education for professionals
Mission and educational work toward its community
The local church can offer young people in the neighborhood specific seminars on:
• Vocation orientation
• Workshops on methods and techniques of study
• Math Tutorials workshops
• Workshops on subjects such as, the value of work and Christian ethics in the marketplace
Project for a joint and comprehensive work between university ministries, secondary evangelical schools and institutions for theological education. Evangelical University Ministries
Campus ministries argue that the future leaders of society are now in universities, so their
vision, in general terms is:
• To reach university students with the Gospel;
• To make them faithful disciples of Jesus Christ;
• To train and equip them to be leaders of integrity in the church and society;
• To send them to fulfill the Great Commission and to extend the Kingdom of God in the marketplace and the nations.
Secondary evangelical schools, local churches and institutions of theological education
can benefit from student ministries by allowing them to serve through:
• Provide training in evangelism and discipleship to existing churches which are geographically located near universities, or members who are university students;
• Teaching English as a free service (conversation, technical English for medical students, business students, etc.);
• Offer math workshops and math tutorials;
• Provide workshops on academic writing (written reflection, essay, etc.).
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• Provide workshops on research methodology; and methodology of study;
• Provide informational seminars and reflection on youth addictions;
• Provide healthy fellowships for students to support them emotionally and spiritually, and meet the challenges of adapting to the demands of higher education.
Holistic Discipleship “Coaching, Mentorship” for university students organized by “Contacto Universitario”39 (the Argentine church-based model for university student ministry)
Resources that Contacto Universitario has created, developed and is providing to
students in Argentina40
• Seminar on Vocation 41
• Seminar on Techniques and methods of studying
• Seminar on Finances (Budget workshop)
• Seminar on Public Speaking (The excellent presenter)
• Seminar on The Theology of Work and Rest
• Seminar on the Use of Time (Stewardship of time)
• Seminar on Relationships & Conflict Management
• Seminar on Healthy eating and exercising
• Seminar on Eating Disorders Education and Prevention
• Seminar on Spiritual and Servant Leadership. Teamwork.
39 Contacto Universitario is a Department of the Union de las Asambleas de Dios in Argentina. 40 These resources have been designed and created by Gilbert & Virginia Contreras, Assemblies of God
missionaries to Argentina, for the ministry of Contacto Universitario.
41 It begins by presenting a biblical understanding on vocation (Martin Luther emphasized that each individual was expected to fulfill his God-appointed task in every day life: that is to seek the kingdom of God by engaging in temporal affairs and directing them according to God's will. There is a primary calling: to Christ, to the Christian community and to the transformation of all those who are in Christ.There is a secondary call which is the application of the primary calling to all spheres of life. Therefore the secondary call is to live our new identity in Christ in all spheres of life). The seminar includes small groups interaction, tests online, Q&A with professionals, etc.).
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• Seminar the Gospel and Culture (different worldviews)
• Seminar on Apologetics (the existence of God, the deity of Jesus, etc.)
• Reaching and leading Muslims to Christ
• Seminar on how to study the Bible, how to apply the Bible to specific topics
• Seminar on coaching and mentoring (Those students who have graduated from the university and have been a part of the CU ministry can offer themselves to be coaches/mentors to new students)\
How can AG Bible Schools (Institutos Bíblicos, Seminarios Teologicos) in Latin America be part of the solution?
• Train evangelists and church planters for this specific segment of society (university students and professionals);
• Design and deliver courses on apologetics, interdisciplinary studies, applied theology to different fields of knowledge;
• Set up student hostels in conjunction with local churches;
• To provide courses on Pedagogy, (and different teaching strategies and methods), to
all the instructors that teach in these Institutos and Seminarios Biblicos;
• To provide to students a seminar on methodologies and techniques of study, critical thinking and academic writing,
• Creation of a degree for leaders / pastors specializing in campus ministry, separately
or within the curriculum of youth ministries. To form church planters for this specific segment of society (university students and professionals)
Curriculum content: A. Christian Worldview:
• The Christian mind • The Christian and globalization • Modernity and postmodernity • The Christian and economics • The Christian and the Arts • The Christian and the media • The Christian and politics • The Christian and bioethics • The Christian and the stewardship of creation
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• The Christian and vocation • Theology of work and rest
B. Apologetics
• Evolution, creationism, intelligent design • The case of the existence of God • The case of Christ • The Problem of Evil • The Bible
C. University Ministry
• The university student • Evangelism and Christian community formation • University life and alcoholism • University life and eating disorders • Workshop on vocation and career guidance • Workshop on study methodologies and techniques • Public Speaking Workshop • Coaching Workshop
What can the Colegios secundarios evangélicos (secondary Christian schools) in Latin America contribute?
a) To invite University Ministry leaders to speak and encourage the student population on the reality of university life
b) To invite Christian professionals to expose students to the challenges and opportunities that different careers offer
c) To offer Vocational orientation seminars
d) Provide seminars on youth addictions
e) Provide workshops on research methodology and academic writing.
What can short term mission’s teams and MA’s contribute to the solution of this problematic:
a) To help plant churches near universities campuses
b) Teach English as a second language (conversational but also technical English for medical students, business students, etc.) c) Offer math courses and tutorials.
d) Offer courses on how to write a paper, essay and critical thinking.