Conclusions of the World Congress of Catholic Television

"The rapid development of technology in the area of the media is surely one of the signs of progress in today's society" (The Rapid Development, 1). This development poses a constant challenge for us. We, the representatives of Catholic television from 48 countries around the world, participated in the World Congress of Catholic Television in order to learn from each other's experience and to initiate new types of cooperation with respect for the very diverse work already being done in this field and the challenges each faces. The importance of this work was expressed by Pope John Paul II in The Rapid Development (5): "The communication between God and humanity has thus reached its perfection in the Word made flesh. (...) In light of so decisive and definitive a communication, the media provide a providential opportunity to reach people everywhere, overcoming barriers of time, of space and of language; presenting the content of faith in the most varied ways imaginable; and offering to all who search the possibility of entering into dialogue with the mystery of God, revealed fully in Christ Jesus." (...

Slogging and Stumbling Toward Social Justice in a Private Elementary School: The Complicated Case of St. Malachy

This case study examines St. Malachy, an urban Catholic elementary school primarily serving children traditionally marginalized by race, class, linguistic heritage, and disability. As a private school, St. Malachy serves the public good by recruiting and retaining such traditionally marginalized students. As empirical studies involving Catholic schools frequently juxtapose them with public schools, the author presents this examination from a different tack. Neither vilifying nor glorifying Catholic schooling, this study critically examines the pursuit of social justice in this school context. Data gathered through a 1-year study show that formal and informal leaders in St. Malachy adapted their governance, aggressively sought community resources, and focused their professional development to build the capacity to serve their increasingly pluralistic student population. The analysis confirms the deepening realization that striving toward social justice is a messy, contradictory, and complicated pursuit, and that schools in both public and private sectors are allies in this pursuit

Tenacity: The American Pursuit of Corporate Responsibility

This article attempts to answer the question, “What are the most important ideas from serving as Executive Editor of the five-year history project that culminated in the book, Corporate Responsibility: The American Experience?” The ideas focus on (1) clarifying the phenomenon of tenacity; (2) looking at three foundations of our tenacity; and (3) asking “How fragile is our tenacity?” This article also presents three foundational principles that underlie the American experience of corporate responsibility. First, the Checks & Balances Principle tells us that there are checks and balances in democratic capitalism which give us confidence that the pursuit of economic goals will be moderated for the common good. Second, the Moral Projection Principle shows that there is good reason to consider the corporation not only as a legal person under corporate law but also as a moral person. And, last, the Moral Common Ground Principle reflects that there are shared moral values ascertainable by well-developed consciences in individuals and in corporations. The article concludes with this argument: The tenacity regarding corporate responsibility that has been so characteristic of American capitalism is fragile—calling for serious vigilance if it is to endure

Skills for sustainable development: transforming vocational education and training beyond 2015

There have been recent calls to transform VET and to transform development. This double call leads us to ask: how can skills development best support development that is sustainable for individuals, communities and the planet, whilst promoting social justice and poverty reduction? In considering this question we critique the idea of green skills for the green economy as being inadequate for achieving a transformed and transformative VET that shifts the target from economic growth to the well-being of individuals, and that enables vocational education to play a role in challenging and transforming society and work. Rather, we argue that we must see human development and sustainable development as inseparable, and plan and evaluate VET for its contribution to these. Such an approach must be grounded in a view of work, and hence skills for work, that is decent, life-enhancing, solidaristic, environmentally-sensitive and intergenerationally-aware. It must confront the reality that much current VET is complicit in preparing people for work that lacks some or all of these characteristics. It must be concerned with poverty, inequality and injustice and contribute to their eradication. It must be supportive of individuals’ agency, whilst also reflecting a careful reading of the structures that too often constrain them. In doing all this it must minimise the costs and risks of any transformation for the poor and seek to lock them into better individual and collective lives, not out of them. Finally, it must transform skills, work and the world in ways that are truly sustainable of the people of today but also those who are to inhabit the earth tomorrow

Circumventing 'free care' and 'shouting louder':Using a health systems approach to study eye health system sustainability in government & mission facilities of north-west Tanzania.

BACKGROUND: Little is known about the contributions of faith-based organisations (FBOs) to health systems in Africa. In the specialist area of eye health, international and domestic Christian FBOs have been important contributors as service providers and donors, but they are also commonly critiqued as having developed eye health systems parallel to government structures which are unsustainable. METHODS: In this study, we use a health systems approach (quarterly interviews, a participatory sustainability analysis exercise and a social network analysis) to describe the strategies used by eye care practitioners in four hospitals of north-west Tanzania to navigate the government, church mission and donor rules that govern eye services delivery there. RESULTS: Practitioners in this region felt eye care was systemically neglected by government and therefore was 'all under the NGOs', but support from international donors was also precarious. Practitioners therefore adopted four main strategies to improve the sustainability of their services: (1) maintain 'sustainability funds' to retain financial autonomy over income; (2) avoid granting government user fee exemptions to elderly patients who are the majority of service users; (3) expand or contract outreach services as financial circumstances change; and (4) access peer support for problem-solving and advocacy. Mission-based eye teams had greater freedom to increase their income from user fees by not implementing government policies for 'free care'. Teams in all hospitals, however, found similar strategies to manage their programmes even when their management structures were unique, suggesting the importance of informal rules shared through a peer network in governing eye care in this pluralistic health system. CONCLUSIONS: Health systems research can generate new evidence on the social dynamics that cross public and private sectors within a local health system. In this area of Tanzania, Christian FBOs' investments are important, not only in terms of the population health outcomes achieved by teams they support, but also in the diversity of organisational models they contribute to in the wider eye health system, which facilitates innovation

Vocational education and training for development: a policy in need of a theory?

The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education-development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development