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| Friday, 07 March 2003 |
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Letters | |
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Please forward your letters to [email protected] in plain text format within the e-mail message, since as a policy we do not open any attachments.
In the good old days, there were no commercialised tuition classes for children attending schools, because the teachers, who were in reality hard taskmasters, did their duty within the confines of the classroom, and they were devoted to their profession to impart knowledge for no extra income. To make up with time, schools operated in two sessions. One from 7.30 a.m. to 12 noon and the other from 1 p.m. to 3.30 p.m., with a lunch break of one hour. The greatest advantage was that teachers were punctual and regular in attendance. A teacher hardly kept away from school, was not lethargic, and did everything to do his duty perfectly. The principal was the high command and teachers were no recalcitrant. The present education system supports private tuition, and the teachers are at liberty to conduct classes for money. The children of poor families are deprived of this chance. Today, private tuition classes have come up like mushrooms, and, in every village or town, there are rented premises open to such business, to grab students who feel that what is taught in the classroom is insufficient to sit for examinations, the targets being GCE O/L and GCE A/L. The charges are very prohibitive, sometimes going up to Rs. 1,000 a month. The fee for a single subject is about 200 to 300 rupees. When homes are visited, it is even more. The Education Department must either abolish private tuition by class teachers in service, or have a control over fees by the imposition of a tax system. Teaching is a highly reputed job, and it must maintain its prestige without craving for money. I know of a teacher, a good educationist, who lived in 1944. He took students' note books for correction at home, which he brought to the classroom the following morning. This means that even at home he thought of his class pupils. How many teachers do so today? If there is one, he is a teacher born and not made. ARYADASA RATNASINGHE
The article "Playing Games" (DN, Jan. 29) contained some comments on the Dental Faculty, Peradeniya. I would like to comment on just two points. One, the apparent paucity of lectures, and the other, the seeming preponderance of staff. The Dental course, is an intensely practical one, with extensive training in skills. Lectures are merely an introduction and aide to the practical instructions that follow, at chairside, laboratory, cadaver-side microscope side, bedside, and operating theatre, - all non-formal "lectures". The practical "hands on" training is sometimes (ideally) a one-to-one affair. I do not know if the writer's figures are correct, but if they are, 75 per batch will mean 300 students at any given time, to 50 staff members. These same staff members also train several categories of para-dental staff, such as dental technicians, path-lab technicians and chair-side assistants, as well as post-graduate students. They also have to investigate and treat, specimens and patients, referred to the Faculty by hospitals and practitioners islandwide, in addition to the local clientele. Then again, the discipline is very dependent on very costly & sophisticated equipment. You cannot train a dental graduate without the necessary equipment. Hence the ceiling on student numbers, which are actually much too high. Moreover, students cannot be allowed to use this costly equipment without proper supervision. As for keeping the hospital "open" after 4.30 p.m., no government hospital is "open" after 4.30 pm. There is always someone "on call" for emergencies, the wards are monitored, and open to visitors. Besides, students are not the "staff" of the hospital. This is a "teaching" hospital, run primarily for the training of students. Students have other responsibilities. There is the extensive reading and self learning that is expected of them, library research for written assignments, besides the extracurricular activities they should take part in to be real "university" graduates; but for which they have neither the time nor the energy, with the mass of continuously increasing educational material they have to cope with. It is significant that no dental student has been involved in the ugly incidents on campus. They have no time for frivolity. The columnist's other observations may or may not be true, but on these two points he is misinformed. P.P.
Who wants two or three sweets instead of small change? This is a fine game going on in lots of pharmacies, shops and 'Kades.' Recently at a pharmacy I was offered 2 sweets for my balance of Rs. 2.50 I was certainly not going to accept this - no way! I told the girl I did not want 2 sweets - as I was pressed for time, I finally ended up by accepting two paracetamols - Disgusting. I have been faced with this kind of thing many a time. Sometimes I don't get anything. When it comes to a balance of 25 cents, 50 cents, 60 cents upto about 90 cents. If they get this kind of money from at least 100 customers per day, it's not a small amount in their pockets at the end of the day. Good and easy way of collecting a quick buck at the expense of the customer. Something should be done to stop this type of 'Robbing' . YVONNE F. KEERTHISINGHA
Fifty-five years after independence and we still do not have a national policy for early childhood education in this country. Politicians are forever harping on our 'National Treasure' including the President of Sri Lanka. When they say National Treasure do they mean children over the age of five? We would be grateful if someone clarifies this. The global understanding is that the importance given to EC education must be of the highest quality. Do any of these individuals whom we have elected into office really care at the poor state of early childhood education practised in this country by most individuals who are merely bent on making money? Our association has constantly highlighted the plight of despite parents and errant educators. Certainly there are dedicated educators who try their best to make the best of a bad situation. I have sat at many meetings called by the Ministry of Social Services in order to formulate the National Policy where after many refreshments and time spent we still wait in hope for this all important document to be presented to Parliament. Why is such a vital issue not given the status it is required? It is time that the authorities were directed at the roots of the problem rather than looking at the treetops for answers. Shanthi Wijesinghe
I refer to letter by Premadasa Periyapperuma (DN, Feb 8) do not agree with his perception of "housemaids have become a rare breed". Housemaids working abroad bring in much foreign exchange to Sri Lanka and we should NOT be selfish to feel that we do not have household help from "servants". However, I should state that "Housewives have become a rare breed". Regarding Day Care Centres, although there are so many established by the private sector you cannot compare the motherly care at home to the care of these centres. Furthermore being very much attached to a Montessori and Day Care Centre in Colombo I have noticed that children of parents who are working couples are "thoroughly neglected" especially if both are in high positions at their work places. I do not agree with P.P's perception that "working couples are inclined to have only one child". Consider the enormous number of recent prematurely retired "young" parents. Although these schemes are termed Voluntary Retirement (VRS) there is nothing voluntary about it. You are forced to accept it. Without permanent regular income how does P.P. expect us to bring up more children. N.K.P.
My friend Disampathy used to tell me to imagine that I was in some exotic place when walking the streets of Leeds. True, there are Tapas bars and Curry houses at every corner, but the cold northern air and broad Yorkshire accent brings you back to cold Leeds! At the Ladies College hall, I closed my eyes and felt that I was in the Barbican or the South Bank, listening in rapt attention to the Symphony Orchestra, which matched any British Orchestra, no doubt coaxed to perfection by the flamboyant Dr. James Ross, who obviously is a name to watch in the Simon Rattle category. One however missed dressing up, which was the added attraction of a cold winter concert. I would humbly suggest that Dr. Ross, at his next visit, attempts a Rossini overture, Short Mozart piano Concerto and tops it with the Great Beethoven 9th, rounding up with the Pomp and Circumstance to show gratitude to our Colonial past. I am sure the Choral society will rise to the occasion, to match the Symphony Orchestra. This major undertaking should be to a wider audience, preferably free, so that schoolchildren could attend. The Town Hall, which has recently accommodated television extravaganzas would be an ideal venue. Classic Radio could do the fund raising for this major undertaking. Thank you, Symphony Orchestra and Dr. Ross. ROY NICHOLAS
I read with much interest the recent article on Education Policy by Eric J. de Silva, a former Secretary to the Ministry of Education and Higher Education. Whilst appreciating the historical overview presented by Mr. de Silva, what struck me most, was how he dealt with in such detail, the process of Education Policy formulation. Although I do agree on the need for 'broad consensus', 'adequate debate' and so on, on education policy and its formulation, I strongly feel that he has missed out on so many important points. First, many important initiatives that would benefit children in relation to education should not be delayed until such time that total consensus is reached. For example, if all the primary and secondary education reforms proposed in 1997 (based on the National Education Commission recommendations in 1991-1996 arrived at after broad discussions for 5 years) were kept on hold until every single MP agreed with each proposal and until all civil society nodded 'yes', we would still be awaiting their implementation. And the great majority of civil society would keep on saying what a bad education system we have, and why not change it! With every year we delay, it is one generation that would lose lost out on important changes, they will never get again. Besides, once the Cabinet approves a policy and it is placed before the Parliamentary Consultative Committee, (consisting of MPs from all parties) and amended according to their suggestions, one would expect it to be accepted as National Policy - which is exactly what happened in the case of the reforms proposed in 1997. Of course we can't forget the hue and cry raised by the then Opposition about the reform package - the very set of changes they have now accepted and are implementing. If it is to the 'credit' of the present Government that they are continuing these policies, why did they then oppose it so vehemently? Indeed some of the new changes the present Government has proposed, specially in relation to the Peace initiative, has not even reached the Parliamentary Consultative Committee stage, let alone being put for a national and broad consensus and accepted as National Policy! Mr. de Silva also says how the Chamber of Commerce undertook the exercise of 'unlocking a national debate' on education last year. What the Chamber did was to have a big conference with all relevant persons including politicians. But what happened after that single conference? Nothing except for a well-prepared document. Besides, the National Education Commission held several such 'big' conferences (although in not so exotic locations) prior to preparing their recommendations, that were implemented from 1997 onwards. What is needed today, in this sleepy 'Paradise Isle' of ours, is brisk action with plenty of energy and not long drawn out debates on formulating policy. What has happened in the past, is that officials steeped in the traditions of the old civil service and the present Administrative Service were trapped within their 'ARs and FRs' and kept on preparing "National Policies" without thinking "out of the box" and changing gear to fast implementing changes that were already proposed. We should encourage fresh thinking and speedy action on sensible policy and focus on what is right, rather than on the travails of policy making and on who is right. J. WEERAPERUMA
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