‘For A Vibrant Future’

The 25 years journey of Nagaland University (NU), as the sole Central University in the state, is indeed, remarkable. Since its official formation on September 6, 1994 as the 13th Central University, NU has overcome many challenges along the way to reach the current stature. 


Notable milestones have had been achieved along the journey. At the same time, as it attains 25 and introspects, a pertinent question necessitating urgent pondering at the outset is: Whether the journey so far has been satisfactory as per its objectives? 


With the motto, ‘For A Vibrant Future,’ NU’s main objectives, among others include, ‘disseminating knowledge by providing infrastructural and research facilities in different  branches of learning and to pay special attention to the improvement of the social and economic conditions and welfare of the people as well as their intellectual, academic and cultural development. To train students to be “able to boldly face” rapidly transforming world and to engage in research work beneficial to industry and society, are two other stated objectives. 


What is the purpose of a University? A brief historical overview would offer some perceptive.   Earliest universities in Asia and Africa, including those in India such as Nalanda and Taxila, predate European. However, the first true university in the West, in line with modern day convention, was founded at Bologna late in the 11th century, according to the Encyclopaedia Britannica. 


In 1988, marking the 900th anniversary of the University of Bologna, a document called Magna Charta Universitatum (The Magna Charta of the European Universities) was drafted and signed. Primarily aimed at celebrating “the deepest values of University traditions and to encourage strong bonds” among European Universities, the charter’s preamble also provides certain ‘Fundamental Principles’ to enable such processes and aid in the task of spreading knowledge. 


Firstly, it described university as an “autonomous institution” which “produces, examines, appraises and hands down culture by research and teaching.” To meet the needs of the world around it, the University’s research and teaching, “must be morally and intellectually independent of all political authority and economic power,” the preamble stated.
Likewise such freedom must be fundamental principle of university life and “instruments appropriate to realize that freedom must be made available to all members of the university community.” It further called for each university to “ensure that its students’ freedoms are safeguarded.” Originally signed by 388 Rectors of European Universities, the charter has now over 889 signatories, and serves as the guiding principle for universities across the world.

 
The verifiability of such principles in NU’s ethos and ethos and actions are open to scrutiny. One critical missing link the NU’s journey so far has been the lack contributions towards vital issues and discourses affecting the state. For instance, it is but an aberration, to find commentaries and informed write-ups from the numerous erudite academicians attached with the university on issues concerning the state or general public.  


Concurrently, it naturally begs the questions: Does it allow academic freedom in the true sense of the word? Is NU itself autonomous of ‘outside’ influences? Most importantly, to what extend NU’s progress has contributed to critical research and generated informed knowledge in the society? 


As it step into a vibrant future, such apprehensions need to be reflected critically lest it hinder the objectives of contributing knowledge to the society and training the students boldly to face challenges of a rapidly changing world. This should starts by generating critical thinking and cultivating autonomous ethos and atmosphere.