The Vision Statement

Christian education and values for the betterment of society, especially its youth and Christian community.

The Vision of the University has encapsulated the mandate and commitment of the Founders of the University which have been recorded verbatim in the Minutes of the first meeting of the Board of Governors and is extracted as below:

“The role and responsibility of the church is to transform society in a manner that is relevant in today’s context. The process of transformation must come about in such a way that it solves the problems of unemployment among young people, poverty, health, education and development.  The university has come at the right time and should help our people to help themselves.  Our state has a rich potential in nature and the university should help to tap these resources in a proper way.  The university should be rooted in the local culture.”

“The university should help to define the role of the church in this society.  It should serve the people of Meghalaya.  Historically, the church has provided school and higher education in Meghalaya but the university will be the crown of our educational efforts in Meghalaya.  The praxis of faith, grace and scripture is education.”

The Mission Statement

“To contribute to the sustainable development of Meghalaya and Northeast India, by providing knowledge, skills and values that will enable our students to become global citizens, while upholding gender, ethnic and religious equity for all, conserving its bio-cultural heritage and by recognising its Christian legacy and commitment.”

Alignment of purpose: Identifying with our constituency​

  • With the Church
  • With the state
  • With our culture

Affirmative action

  • Choice of faculty
  • Access for students
  • Projects, research and activism for social and developmental concerns
  • Partnerships: government, NGOs

Structural and academic aspects

  • Several small centres rather than large monolithic structure
  • Job and entrepreneurship oriented courses
  • Experiential curriculum rather than traditional curriculum
  • Facilitative and supportive learning in a stress-free environment
  • Outcomes versus inputs

Assessment and counselling of incoming students

  • Academic and personal background
  • Assessment of careers knowledge, interests and aptitudes
  • Counselling for course and career choices

Student centred learning

  • Participation in learning
  • Foundation and remedial courses
  • Supplementary learning
  • Proactive counselling centre
  • Individual portfolios

Complementary curriculum

  • English and computer communication
  • Career skills
  • Entrepreneurship
  • Social skills
  • Community skills

Faculty Development

  • Professional responsibility
  • Formative evaluation: self-evaluation is the key ingredient
  • Career development linked to personal and community priorities