Philosophy and Origins
As we approach the Twentyfirst Century, a number of major
challenges face women and men around the world as they
interact with one another as individuals, groups, and with
nature. Globalisation of trade, of production, and of
communications has created a highly interconnected world.
Yet the tremendous gaps between the rich and the poor
continue to widen both within, and between nations.
Sustainable development remains an elusive long-term goal,
too often sacrificed for short-term gains.
It is imperative that higher education offer solutions to
existing problems and innovate to avoid problems in the
future. Whether in the economic, political, or social
realms, higher education is expected to contribute to
raising the overall quality of life, worldwide. To fulfil
its role effectively and maintain excellence, higher
education must become far more internationalised; it must
integrate an international and intercultural dimension into
its teaching, research, and service functions.
Education is the largest single activity in the world,
involving over 1000 million students and 50 million teachers
at all levels, not counting millions of others in
educational support activities. But its importance stems not
merely from its size but also from its role as
institutionalized knowledge - the principal repository,
producer, disseminator and transmission belt of all forms of
The most significant feature of education for mother earth
protection in the 21st century is not so much what the
French call li explosion scolarie, but the knowledge
explosion, which has expanded the catchment areas of
learning so fast that it takes only a few years now for the
state-of-the-art in any field to become obsolete. Different
modes and types of communicating for advancement of
knowledge are fast changing and becoming more than
sophisticated. In this technological era knowledge can
easily be dispensed technologically and electronically.
Teachers and formal school structures are becoming less
important, and the conventional age limits on the learning
process are becoming blurred.
Viewing the urgent need for mutual and technical cooperation
among the Universities in India, exchange of information,
export and import of educational know-how and consultancy,
control on duplication of efforts and wastage in higher
education, vocationalisation of existing careers besides
strengthening the financial health of the existing
Universities for implementing educational programmes having
social, cultural, technical, economic and positive contents
for the optimum development of our country, the
"Confederation of Indian Universities (CIU)" has been
established with the co-sponsorship of selected university
level institutions in India.
The Confederation of Indian Universities has envisaged a
masterplan paradigm based on the meetings held in January,
February and March 2004 under the Chairmanship of Prof. K.
Venkatasubramanian, the then Member of the Planning
Commission, Government of India. The Confederation of Indian
Universities was established at the behest of Prof. K.
Venkatasubramanian for uniting all the university level
institutions in India with a view to optimising their
available resources and for mutual as well as technical
cooperation among the universities for exchange of ideas and
for mitigating the disastrous effects of the duplication of
efforts and wastage in education.
Released by the President of CIU, Dr. P R Trivedi (www.prtrivedi.com)