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Humberto M. Rasi, Director
 First, the good news. The mission of Adventist
education continues to expand its frontiers around the world. Statistics indicate
that as of January 1, 2000, our church operated 5,846 schools, colleges, and
universities in more than 100 countries, with 53,989 educators and 1,055,189
students enrolled. These figures represent an increase, during the past quinquennium,
of 8 percent in schools, 18 percent in teachers, and 16 percent in students.
 We praise God for that growth. Adventists operate the broadest
unified church-supported educational system in the world, with coordinated supervisory
responsibilities at each organizational level—conferences/missions, unions,
divisions, and the General Conference. Adventist education continues to have
a transforming influence on children and youth as well as a positive impact
on our global mission, earning the respect of national governments and other
churches alike.
Now the not-so-good news. As we contrast, during the past
50 years, the growth in Adventist membership with the number of students in
our educational institutions, we notice a growing gap. Whereas in 1950 there
were 26 students in our schools for every 100 members, by 1999 the ratio had
declined to 10 students for every 100 members. (See chart.) To make the trend
more worrisome for the church’s future, we note that only one half of the 1
million students now attending our schools come from Adventist homes. We know
that many of the non-Adventist students eventually join our church, frequently
with their families. However, we realize with growing concern that millions
of Adventist youth do not benefit from having Adventist teachers and chaplains
guiding them in their acquisition of knowledge and spiritual development.
Some have asked if the substantial investment that parents,
students, and church members make in Adventist education is justified. Several
research projects have shown, beyond any doubt, that the longer a student from
an Adventist home attends our schools, the higher will be his or her involvement
in and support of the church’s beliefs and mission. Indeed, in some world divisions,
most of the children and youth baptized attend our schools.
But what sets apart Seventh-day Adventist educational philosophy
from other perspectives? The distinctive features may be summarized in seven
key concepts:
God is the creator and source of all true knowledge,
the beginning of authentic wisdom.
The Bible is the authoritative word of God and
provides the basic worldview and the framework for all our teaching and learning.
Christ, the Son of God, came to our rescue in order
to provide to each one of us access to salvation, friendship, and restoration.
Wholeness. God created human beings as integrated
units of mind, spirit, and body. True education involves the balanced development
of all these dimensions.
Character. As part of our divine image, we were
given the power of choice. Students learn to make decisions based on informed
moral principles and permanent values.
Service. To love as God does means to plan and
act for the benefit of others. Education inspires and prepares students to enjoy
serving their fellow human beings through the use of their talents.
Eternity. Adventist schools convey to students
a sense of hopeful anticipation as they await the return of Jesus and learn
to apply their knowledge to the realities in which they will live and work.
Mission of the Education Department
Based on those fundamental principles, the Education Department
staff at the General Conference is responsible—in collaboration with division
education directors—for the overall supervision and coordination of the philosophical
priorities, quality control, leadership training, and promotion of the global
Seventh-day Adventist educational system.
In view of this responsibility, the department seeks to
achieve these outcomes:
A strong global educational system offering programs
of recognized quality that convey the beliefs, values, and mission of the church,
and that make a positive impact in their respective communities.
Educational leaders and board members who are committed
to the mission of Adventist education and are equipped to fulfill their professional
roles.
Adventist educators who are qualified in their
fields, know how to integrate faith and learning, and are effective in the transmission
of Adventist beliefs and values to their students.
Church members, administrators, and non-Adventist
families who value and support Adventist education.
Adventist students in public colleges and universities
who remain committed to the church’s beliefs and values and share their faith
on the secular campus (in collaboration with the General Conference AMiCUS Committee).
Significant Achievements
In addition to the remarkable growth of Adventist education
in many countries of the world, we are pleased to report the
following achievements:
- A more integrated educational system. The Inter-national
Board of Education and the Adventist Accrediting Association have improved the
quality of their educational surveys and accreditation visits, giving closer
attention to the spiritual dimension in the operation of our schools. New directories
of primary schools and of our colleges and universities have been published
for promotion and easy reference.
- Training educational leaders. The growing complexity
of supervising and managing the system led the department to organize leadership
seminars for education directors and college administrators in four major regions—Asia-Pacific,
Africa, Americas, Europe. In addition, successful international conferences
have been held for tertiary-level presidents and board chairs, academic vice
presidents, and for institutions interested in electronic distance education.
- Strengthening the commitment, skills, and resources
of Adventist educators. The award-winning Journal of Adventist Education
is published not only in English but also in French, Portuguese, and Spanish,
with a combined circulation of almost 300,000 copies during the quinquennium.
Seminars for college and university teachers on the integration of faith and
learning were offered in Austria, Bolivia, Côte d’Ivoire, India, Jamaica, Kenya,
and the U.S.A. The essays prepared in these seminars have been published in
the Christ in the Classroom collection, now numbering 25 volumes, which are
available in our college libraries. An updated edition of the denominational
history textbook—Light Bearers to the Remnant—is now ready, along with
the first published Handbook for Dormitory Deans.
- Nurturing the faith of Adventist students in public
colleges/universities. Working in close cooperation with the departments
of Adventist Chaplaincy Ministries and Youth Ministries, the Education Department
has published during the quinquennium15 issues of Dialogue in English, French,
Portuguese, and Spanish. Some 450,000 copies have been distributed among Adventist
students in more than 100 countries. In addition, a sourcebook, Adventist
Ministry on the Public University Campus, is now available for church leaders
interested in this important task.
Toward 2005
As the Education Department plans for the next quinquennium,
the following challenging trends will require special attention and a constructive
response:
Decline in the ratio of students to church members
in Adventist schools. (See chart.)
Demand for qualified and skilled educational leaders,
administrators, and board members.
Tendency toward secularization and fragmentation
in Adventist education.
Need for a unified international approach to ministerial
and theological training.
Increasing cost of Adventist education and financial
needs of Adventist schools.
Someone wittily defined a school as “a building with four
walls and tomorrow inside.” Unquestionably, what happens on Adventist school
campuses today will define the quality of our leaders in the next generation,
the strength of our global church, and the future of our mission. In view of
these realities, Adventist teachers and students demand our utmost consideration
and prayerful support as we enter the new millennium.
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