I believe that as a country we have to continue to explore all options and means of expanding higher education provided by the state while addressing the many deficiencies in quality.
Read Part One
by Prof. Gamini Samaranayake
(October 28, Colombo, Sri Lanka Guardian) Thus, access to university education in Sri Lanka has been evolving from the inception in 1942, particularly after 1956. Since then, different governments were compelled to change the system of university education from elite to mass to meet the increasing demands in access due to the expansion of access in primary and secondary education, the fact that education continues to be the only means of upward mobility for the poor and in equalizing gender disparities. However, our policy imperatives have failed to address the anomalies that persist in access, equity and quality in higher education mainly between the older and established universities and the newly established universities. This problem was further complicated by the exacerbation of violence and war that gripped the north and east of Sri Lanka over last three decades resulting in restricting the number actually registered with those Universities. This ever widening gap between the demand and supply in access, equity and quality in higher education continues to generate a young, educated and disenchanted social force in the country. There is evidence to demonstrate that there is a strong correlation between youth unemployment and lack of access to higher education and skill development. The political manifestations of which is the onset of the youth led social unrest that we experience both in the south and the north of Sri Lanka. Given this specific history, it should be emphasized that social unrest over youth access to higher education and skill development are critical issues in our country that every government has to address in depth. The above phenomena are further complicated and compounded by the intervention of political parties who strategically plan to create disturbance by introducing their ideologies amongst the university students resulting in new forces being created to influence the very existence of a peaceful environment for academic work for the majority of the students. These factors shape and mould the course of university education and policy and we have to continuously address the causal factors of these issues realizing such a fluid state that may be existing due to some of the unforeseen destructive evil forces.
Access
We now have fifteen universities, three campuses and 16 higher educational institutions under the purview of the University Grants Commission. The number of students studying in universities increased from 900 in 1942 to 14,000 in 1970 and increased to 60,000 in 2005. However, access to university education continues to be confined to 2 percent of the age cohort that enters primary education. In the year 2005/06 alone only 17,000 students out of the 35,000 applications submitted for the same was admitted to university education. In a country where the state is the sole provider of higher education but is unable to invest heavily in expanding higher education due to a protracted conflict that existed three decades and post-conflict responsibilities the question arises as to what are the options we pursue through introducing changes in policy imperatives and organizational framework. As aptly pointed out by the World Bank in its Report, the need to provide access for all in tertiary education has never been felt more strongly. But in looking for viable solutions to increasing access while addressing inequalities in quality the political, social and economic environment plays a major role. Therefore, several measures have been taken in order to narrow the gap between the demand and supply. One such experiment has been the system of Open and Distant Learning (ODL) programmes with the advent of ICT. Similarly, private higher education institutions affiliated to foreign universities are already in operation in the country offering a variety of degree programmes in demanding field. These institutions referred as cross-border private degree awarding institutions are however, registered under the Companies Act and BOI and operate as commercial organizations than universities. Therefore, striking a balance between the free education and market responsive education has become challenges faced by the higher education system in the country.
One of the pressing challenges facing the universities in Sri Lanka is the need to introduce reforms to meet the changing needs of the current world scenario. Add from World Bank Report, the World Bank has provided financial support to transform the university system to a modernize and market oriented system. The changes are: (a) curricula and structural changes of the degree programmes, (b) introduction of novel courses and multi-disciplinary programmes; (c), extensive use of modern teaching methodologies particularly Information Technology (IT); (d), effective staff development programs, (e), promoting and strengthening research activities; (f), building linkages with centers of excellence, (g) performance evaluation of individual staff, faculties and departments and (h) upgrading facilities in priority disciplines. However, amongst the fifteen universities already established in the country, only a few institutions have the potential ability to introduce newer approaches to learning and teaching. Some universities are often resistant to change. There are several reasons for such attitudes. Mainly being the profile of the academics and secondly lack of resources and lastly the deficiency in organized staff development.
The Meaning, Problems and Challenges of Higher Education
I believe that as a country we have to continue to explore all options and means of expanding higher education provided by the state while addressing the many deficiencies in quality. Poor quality as defined in its narrowest sense is poor alignment of course content to the country’s development goals, lack of availability of qualified and trained human resources both academic and non-academic in providing quality higher education and lack of effective and efficient management of resources and infrastructure facilities. To address lack of quality in its narrowest sense we need to diversify our courses and reform curricular, develop corporate plans with strong human resource development strategies, increase efficiency and effectiveness through better management of resources and introduce an element of performance based funding as well as an academic and administrative audit.
However, the wider definition of quality is more complex. Quality is seen as an objective to be reached in all processes of reform in higher education. Modern education, particularly university education is a process subject to rapid changes and the initial objectives of university education particularly in stream of liberal arts were; (1) the ability of a person to understand nature and environment, society and self, (2) the ability to improve and develop skills such as clarity of expression, of ideas, scientific methods and understanding of different subjects and the (3) appreciation of values such as intellectual honesty, patience and ability to take judicious decisions. However, in analyzing the objectives of education for the 21st century the Jacques Dolar, report of UNESCO titled, Learning: The Treasure Within, published in 1998 defined the main objectives of education in the 21st century as follows: learning to learn, learning by doing, learning to live with others and being your-self". The commission names these as the four pillars of education.
The qualitative analysis of these pillars of education and the implications for higher education are manifold. Learning to know means an ability of combining a broad general knowledge with the opportunity to work in depth on a small number of subjects. It also encompasses the ability to benefit from the opportunities that education provides throughout life. Learning to do means not only occupational skills but also the competence to deal with many situations and work in teams. Further it means involvement of various socials and work experiences and involves courses, alternating study and work. Learning to live means development of awareness of other people and appreciation of interdependence entailing respect of the values of pluralism mutual understanding and peace. Learning to be means to develop ones personality and be able to act with greater autonomy, judgment and personal responsibility. These I believe are the pillars of quality in higher education as a long term and wider interpretation.
The policy implication therefore are long term entailing a more systemic and stringent enforcement of educational reforms in post-secondary education, renewal of the principals of curricula development both in secondary and tertiary education, continuous assessment of teaching and learning approaches, promotion of interdisciplinary studies, forward- looking strategies for the recruitment and training of teaching personnel, modernization of teaching learning processes, expanding the use of Information and Communication Technology( ICT) in learning., strengthening research capacities of universities and higher education institutions.
The lack of equity is reflected in the unequal development of Universities in terms of infrastructure and human resources. As the former Vice Chancellor of the University of Rajarata and the chairman of the University Grants Commission (UGC) I have personal experience of the student frustration leading to agitation within newly established universities and campuses. Students view universities comparatively as they all sit the same entrance examination. When they see their counterparts served by better facilities, taught by more experienced and qualified staff and governed more effectively and efficiently the sense of frustration is profound. In listening to the complaints or representations made by the student bodies I am reminded of the status assigned by the students of Peradeniya to those in Kalaniya and Sri Jayewardenepura during my student’s days in the early 1970s. They were even the "butt—end" of many jokes. However, these universities are today offering an equally competitive education and have overcome many of the deficiencies of the past. Universities and university education in a real sense is an evolutionary process; however, we cannot ignore the more pressing needs of the newly established universities. The lack of basic needs such as accommodation, potable water and sanitation, transport, qualified academic, administrative and non-academic staff, access to universities.
Within the scenario that I have described the question arises as to what a good university and good university education means. This has been an issue of much debate especially in the recent past. As I mentioned-above university is an educational institution where all partners work collectively and in harmony towards achieving the vision and mission of higher education. The following characteristics are vital to have a good university and university education:
1. Academic and administrative staff should be recruited on the basis of merit.
2. The performance of teachers and students should be continuously monitored and evaluated.
3. Teachers should have opportunity to develop their teaching/learning skills and research ability.
4. The learning facilities such as class room’s libraries and laboratories are well equipped and updated.
5. The curricula and academic programmers should be subject to revision.
6. An efficient university administration should be in place
In the industry of higher education the success of a university is measured by the income it raises. However, I tend to agree with Sir Ivor Jennings, the vice chancellor of the University of Ceylon, who perceived the success of a university, ought rather to be measured by the use, which it makes of its available resources. The challenges ahead of policy makers of university education are not in meeting demands of the quantitative change of university education but in managing and focusing on the qualitative changes of forging systems where men and women with the right level of motivation, the relevant competencies and attitudes are bequeathed to society.
As a developing country we have many miles to pass and many a problem to face but we do have to collectively recognize that expanding the number of universities and the number of students does not meet the development goals of our university education. It is only by making the qualitative changes of equipping our academic and administrative staff and students to meet the four tenets of educations in the 21st century that we meet the development goals of university education of our country. This means the development sans moulding of the potential students from their primary and secondary schools themselves and also introducing effective attidunal changes amongst all the stakeholders in higher education.
In this respect what is the way forward? At present we are going through a transitional state in the Sri Lankan political and socio-economic scenario. A new government has just assumed duties with newly planned out strategy identified as Mahinda Chintana- future vision 2010. This strategy has identified several key components that needs to be addressed in elevating Sri Lanka a as the wonder of Asia. The main conceptual design is the establishment of a knowledge economy. They are;
1. Education- promote the creation of new knowledge related to local needs (research), dissemination of knowledge at all levels using multiple sources (educate), capacity build in human resources at various levels(skilled population) and utilization of knowledge in all activities (application);
2. Innovation-identification of growing stock of global knowledge and technologies (technology transfer), facilitate innovation by the local scientist and technologists to solve local problems(technology incubators), promote the universities and research institutes to address the issues concerning sustainable national development;
3. Information and Communication Technologies (ICT) –creation of a dynamic information infrastructure, facilitation and encouragement of use of ICT in all spheres emphasizing on e-governance, creating a ICT literate work force and ICT support staff;
4. Economic structure- facilitates creation of an entrepreneurial culture, establish supportive economic and institutional regimes to facilitate knowledge creation and utilization, introduce suitable regulatory and legal framework to ensure adoption of best practices to sustain a vibrant economy.
Accordingly the Mahinda Chintana- future vision (2010) has recognized under the caption "University Education for Knowledge" the following key areas related to higher education sector of the country. It should be emphasized in translating the identified key areas into action leading to sustainable national development practical, effective, realistic, integrated, time-based, cost-effective and well focused approach should be adopted. This is only possible by broadly (a) rethinking and redefining the present boundaries of administration, (b) reviewing the currently practiced regulatory frameworks that would curtail efficient transactions, (c) re-orientating the mind set and attitude of the responsible officials and above all (d) recognizing and rewarding the talented human resources and entrusting them with suitable responsibilities.
Concluded
( The Writer is a Chairman, University Grants Commission )
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