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Excerpts from the Convocation Address by Chairman, National Education Commission Professor R.P. Gunawardane, at the General Convocation-2002 of the Eastern University, Sri Lanka, held at Vantharumoolai, Chenkalady recently.

University education world over is undergoing changes rapidly at the present time and new trends are emerging fast due mainly to:

(i) advancement of science and technology in general and Information and Communication Technologies (ICT) in particular,

(ii) effects of globalization,

(iii) effects of open market policies as applied to higher education. Global trends

The role as well as the functioning of traditional universities are changing fast and virtual university concept is emerging in diverse forms. Similarly, business environment and high competition are other characteristics of the modern universities in the world today.

As a result there is a great challenge before traditional universities all over the world. Sri Lanka is no exception to this. Our challenges are much more due to a number of inherent problems, financial and other constraints and various management problems prevailing in our universities.

It is apparent that with the globalization process and application of open market policies in the higher education sector coupled with the extensive use of ICT have changed the university education system tremendously. As such, it is a highly dynamic system, with new trends emerging continuously. Sri Lankan university system is not immune to these changes, and therefore it is not possible to live in isolation while changes are taking place elsewhere in the globe. Therefore, we also have to respond positively to these challenges and adopt and re-orient our university system in line with the new trends.

It is therefore necessary for us to recognize the emerging trends as a result of the globalization process and move along with other nations without getting isolated.

How can we face the situation in the present context and what can we do? There are many things we can do without much additional cost!

It is necessary to stress at this point that the process of renewal, revitalization and reforms in keeping with the global changes should come from within our universities. The state, the National Education Commission (NEC) or University Grants Commission (UGC) may formulate a broad policy and guide the reform process. This process can begin only when the universities themselves seize the initiatives.

The University administrators, academic staff, the students, all must be willing to spend time and energy necessary to halt the negative trends in educational quality. What should the universities do? International experience shows that a strategic planning process, based on high degree of internal and external stakeholder consultations and consensus, is the best way forward. It is necessary that our universities should move away from producer driven university education to market driven university education without any further delay.

Quality and relevance

Courses and curricula changes and structural changes of degree programmes are extremely important in this direction. This should be a continuing process leading to extensive flexibility of the programmes. All the other changes/initiatives are meaningless if our universities continue with the same old courses, and curricula within a rigid structure. What is required at the present time is new thinking and a novel approach to satisfy national needs making maximum use of the available resources.

While allowing more flexibility, the course unit and credit transfer system can achieve extensive diversification of degree programmes.

This can be achieved through interfaculty and interuniversity cooperation. Hence, the need arises to develop a culture which promotes a wider collaboration. This would allow much better use of existing resources, while maintain the highest standards.

Our Universities produce excess graduates in disciplines where there is no demand, but strategic knowledge areas and high demanding multidisciplinary areas are neglected. For instance, cross faculty combinations such as Mathematics/Economics, Law/Management, Chemistry/Management, study of paramedical disciplines, such as Pharmacy, Radiography, Nursing leading to B.Med. Science degrees and study of technological subjects, leading to B.Tech degrees may be initiated and promoted in our University System. Such programmes have very high demand at the present time. The teaching-learning process in our University system needs drastic and radical changes.

Extensive use of audiovisual methods, use of IT and software packages, use of dual mode-distant learning and interactive teaching methodologies, should be encouraged with emphasis on more independent studies and direction for self-learning.

Furthermore, numerous steps can be taken to improve quality and relevance of our university education. Most of them are relatively low in cost and do not require major institutional undertakings. In this direction, establishment of an independent National Accreditation and Quality Assurance Council, which will provide the basic administrative and legal framework for quality assurance is considered essential at this juncture.

University (Department/Faculty) evaluation is a very important tool to determine the strengths and weaknesses of the institutions/Programmes and as an instrument to enhance institutional accountability. Periodic assessment and monitoring of quality of teaching and research in our Universities is essential in order to maintain standards.

These evaluations certainly will assist the institutions with their attempts to improve overall quality. It is equally important to maintain the relevance of learning to labour market demands.

Institutional linkages with overseas universities, particularly with the centres of excellence can speed up the development of curricula and transfer of skills. It will ensure maintenance of highest standards.

Broadbasing providers

One of the major issues in higher education today is limited access. As a result there is enormous pressure for University admission today. The statistics show that a large number of deserving and qualified students re denied access to our State University system.

How can we expand access in the State University system without sacrificing the educational quality? This is the greatest challenge facing higher education in Sri Lanka today. This can be achieved to a certain extent by maximising the use of available resources and by extensive diversification of courses/programmes by inter-faculty and inter-University cooperation.

However, it is clear that the state sector alone cannot meet the ever increasing demand for university level education. Therefore, this sector should be opened to non-governmental and professional organizations and private sector. The government initiatives is needed to encourage and promote this expansion by deregulation and through facilitating policies, tax incentives, etc.

This should necessarily be followed by an independent accreditation and quality assurance mechanism to be operated at national level. Simultaneously, an extensive financial assistance scheme in the form of scholarships, vouchers, loans, etc. should be available to the needy students.

This means that we need to broadbase the providers of university level education in conformity with the global trends. University level education should not be a monopoly of the government. The broadbasing of providers of higher education will introduce an element of competition to the system. This is highly desirable under a regulating framework such as the proposed Accreditation and Quality Assurance Council. More providers means more variety and it will reduce costs while maintaining quality and standards. All these factors are certainly beneficial to a large number of students seeking tertiary eduction in this country.

If one considers financing of Sri Lankan University education, today the funds are allocated by the treasury/UGC to the Universities by conventional methods. There was no proper basis for funding. Such distribution of funds left no space for introducing incentives for novel approaches, new initiatives to re-orient the system and for reforms to enhance quality. The mechanisms, therefore, should be installed early aiming at financial independence of universities and using the budget to promote desired transformations of the system.

Financial autonomy

Revenue generation and cost recovery should be encouraged in the University system. Additional revenue generated should not be deducted from the budget allocation or treasury contribution, as it is done today. Revenue generation is possible through contracted training, short courses, contracted research, consultancies, rental of university facilities, development of university land, etc.

More flexibility should be given to the universities to handle their finances within their budget. It would be more helpful if the treasury releases block grants quarterly in advance to the universities so that they can manage their affairs efficiently. Then the university authorities will be held responsible and accountable for the performance.

It is also necessary to introduce formula based funding mechanism for the Universities and a competitive fund for new projects/new initiatives in the University system.

University autonomy - a complete autonomy with accountability should be assured in our university system by legislation. Full scale e-governance also should be introduced into the university system by establishing a Higher Education Information Network linking all the Universities with the hub at the UGC.

Admission process, transfer of students and interuniversity credit transfers, all can be done electronically through this network. Highest priority should be given to develop this network in the University system as early as possible. Such a system will certainly improve efficiency and transparency of all dealings in our university system.

In conclusion, I must state that we have a great challenge before all of us to re-shape our University education in line with emerging trends.

We have to respond positively to these challenges and work towards transforming our University education system into a modern, dynamic and a vibrant system conforming to global trends while satisfying our national needs.

A few months ago, in fact, in last June I had the rare opportunity to witness the graduation ceremony - "the Commencement" of a highly prestigious University in USA - the Harvard University in Boston. There was no convocation address as such by an outsider. However, there were three speeches, 10 minutes each, made by three graduating seniors selected by a panel. It was held in the Harvard Yard - an open area with over 16,000 students graduating with first degrees, and postgraduate degrees. It was a mass graduation ceremony.

Important point to note is that this ceremony is called "Commencement" signalling the commencement of the carer journey of new graduates.

Therefore, I would like to impress upon those graduating today that this is neither an END nor an ARRIVAL or a DEPARTURE. It is only the 'COMMENCEMENT' or the beginning of your career or the beginning of your citizenship of the globe.

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