Reform strategy in higher education - Part III:
A system responsive to requirements
Text of speech delivered by Higher Education
Minister Prof. Wiswa Warnapala at the launching of the World Bank’s Sri
Lanka Higher Education Sector Report at the Hotel Galle Face on July 17,
2009.
Continued from
yesterday
In addition to the need to improve quality and relevance, the
external degree programs, which have expanded in the last decade on the
basis of the need to expand the access, demand immediate reforms as such
programs cater to a very large number of students. Universities register
external graduates in large numbers, and students perceive the system as
a means of obtaining a degree without much intellectual effort.
Prof. Wiswa Warnapala |
The quality of the graduate whom we produce through this programme is
poor because of the way it is conducted and the poor quality of courses
and programs; most unemployed and the under-employed graduates come
within this category, and they, through a militant association, have
been politically mobilized to clamour for jobs. I intend to recommend a
series of reforms in this sector to enhance the quality of the graduate;
policy initiatives are necessary to control the private institutions
engaged in teaching the external graduate, and the tuition industry
associated with it need to be properly monitored.
The decline in quality of the graduates produced via the conventional
University is partially linked to student unrest or the violence in
which they indulge in for the sake of violence. In most cases of student
unrest, except those events associated with politics, there are matters
pertaining to their welfare, some of which are intertwined with the
social and economic issues in the country.
On the other hand, trivial issues, which are typical student issues,
are articulated to mobilize students for action which, invariably, leads
to destabilization of the University. I do not say that they do not have
grievances, which could be easily tackled by the administration.
Therefore, in planning a reform strategy, this aspect of student unrest
and student violence, which is endemic within the system, needs to be
addressed.
Decline in intellectual role
Sri Lanka has had an excellent academic enterprise from the days of
the University College, and some of them earned an international
reputation through their research and publications. This intellectual
enterprise, in the early phase of University development, played a
significant role in the intellectual life of Sri Lanka.
The academic community, in certain disciplines, has displayed a
visible decline in its intellectual role, and this kind of intellectual
retardation was entirely due to monolingualism. Because of which Sri
Lankan Universities cannot play the role of a global centre of
excellence. All teachers in the University need to be bilingual as the
University is now emerging as a centre of global excellence.
Students in a Technical College. Pictire by Ranjith
Jayaweera |
Both teaching and research are affected due to monolingualism. The
role of the University teacher has been transformed by expansion and
specialization. The typical University Department has no more than ten
academic members. Sri Lanka cannot have a high proportion of professors;
Sri Lankan Universities rely on Associate Professors, Senior Lecturers
and Lecturers for effective and efficient academic work.
The academic profession has grown with the expansion of the system
but the profession, in terms of quality, has declined, and this needs to
be rectified with the assistance of the World Bank. Language skills are
of fundamental importance. As in the past, academics in the traditional
disciplines in Humanities, for instance, need to be bi-lingual and this
academic culture based on monolingualism needs immediate revision in the
name of scholarship.
Specialized branches of knowledge and a division of labour has
emerged between research and training and between undergraduate and
graduate supervisors.
Traditional model
Arts Faculties have declined steadily as a result of the expansion
and majority of the University teachers are in the Arts Faculties. I
would like to quote Humboldt from Germany who said that “ the
relationship between teacher and student is changing. The former does
not exist for the sake of the latter. They are both at the University
for the sake of science and scholarship”.
In the context of globalisation, it is now accepted that the
traditional model of the University, which the world inherited from the
medieval times, has proved to be expensive and inappropriate to meet the
varied demands of economic and social development. On the basis of this
projection, Sri Lanka, specially at this stage of her development
wherein the major challenge is the expansion of access without
compromising quality and relevance, needs to diversify the system with
more and more non-University tertiary institutions; they can be in both
the public and the private sector. In Sri Lanka, there are private
sector higher educational institutions catering to a large number of
students, most of whom are those students who did not find places within
conventional Universities system.
It is through the expansion of the non-University tertiary sector
that the country can meet the growing social demand for higher education
and make higher education system more responsive to requirements of the
labour market.
In my view, the private sector has already entered the higher
education market as the State, in the given context, find it difficult
to obtain public resources to finance higher education. Sri Lanka,
therefore, cannot support significant levels of financial commitments
needed to establish and sustain reputed institutions of higher learning.
The country, therefore, needs a higher education policy through which it
can bring about a realistic differentiation of the system, and this
differentiation is likely to be driven by the growth of private
institutions.
In the context of a differentiation through a network of
non-university tertiary institutions, this is inevitable a development,
without which access could not be widened in a country where there is a
massive social demand for higher education.
Employability
In the last two decades, enrollments in non-University tertiary
institutions, both in the public and private sector, had grown faster
than in traditional universities; this is largely due to the nature of
the courses offered and their relationship to the concept of
employability.
It is here in this context that Sri Lanka requested the World Bank to
assist the Sri Lanka Institute of Advanced Technological Education (SLIATE)
so that it can produce skilled personnel - the middle level technician -
who can find employment in an expanding economy.
It is through its development with employment oriented skills
qualifications that the access could be improved, and our policy
strategy at present is to expand this system of colleges throughout the
country with a view to producing more and more employable skilled
personnel.
A single pattern
The Government proposes to build a similar college in Vavuniya as
well, and this is in addition to the one in Jaffna. In my view, it is
through such a network of Technological Colleges that a vital linkage
with industry could be established.
All these segments within the higher education sector- the higher
institutions of learning, the non-university tertiary institutions of
technical education and the institutions of vocational education, though
they have different fields of interest, need to conform to a single
pattern so that they can compete for public resources with a view to
improving both quality and efficiency.
In Sri Lanka, since the forties, the major source for financing for
higher education is through the State budget, and therefore the
allocation and utilization of resources need to be transparent, rational
and efficient. There is so much of wastage in the system due to poor
management; university administration has declined because the
administrative institutions have not been assigned a proper role from
the point of view of the overall objectives of a University.
It needs to be understood that the name University implies that it is
a ‘corporation or community of scholars, many of them young intelligent
men of critical minds, sturdily independent in character, who were less
likely than some other contemporary groups to be subservient to
authority’. Robert Aitken, writing in Administration of a University,
stated that ‘the objectives of a University differ from those of the
Civil Service or industry, and its administrative structure and
operations are correspondingly different’.
The University administrator needs to understand the unique nature of
University administration; university is an association of scholars
engaged in teaching and research, the latter being a necessary
concomitant of the former.
Role of Government
Yet another important aspect is the role of Government in the sphere
of Higher Education and it needs to be re-defined in the context of the
transformation that is taking place in the country.
The traditional role of the State, with its social welfare content,
has its links, specially in relation to higher education, in the
political and economic background of the 20s it was based on colonial
objectives, according to which the higher educational institutions were
expected to cater to the needs and aspirations of the limited elite of
the period.
In addition to the political ideology which the country professed
since the introduction of the adult suffrage in 1931, the social demand
model of education encouraged the effective role of the State in higher
education, and the higher educational institutions remained totally
State funded.
Historically speaking, there are two important economic reasons which
justified the continued support of the State for higher education, and
they, in the emerging context, needs revision. It is now accepted that
investment in higher education generate a variety of benefits necessary
for economic development.
Social demand model
Next is the need to provide educational opportunities for the
economically and socially disadvantaged; the view is that such groups
could not be provided with higher educational opportunities without
Government investment in the field of Higher Education.
The Sri Lankan experience in the social demand model of education is
such that it, apart from its contribution to social and economic change,
was a part of the political culture, the impact of which interfered with
any attempt to adjust or dismantle the system which still remains State-
funded, and it is this philosophy of education, based on a highly
politicised welfare principle, which prevents the involvement of the
private sector.
The Sri Lankan experience, as in many a developing country, the
Government involvement in higher education has exceeded what is
economically feasible and efficient; the investment in education and
higher education, is a burden on the State as it is expected to divert a
quite a bit of it for higher education whereas this sector cannot ensure
the efficient utilisation of public resources.
In the emerging context, in which both public and private
institutions operate as providers of quality higher education, the
responsibility of the Government is undergoing a change as institutions
in both the sectors are expected to stimulate both teaching and
research.
On the basis of Sri Lanka’s experience since the forties, the country
needs comprehensive reforms in higher education, which, in my view,
should include a move away from the traditional system of State funding
towards a more competitive system where public resources are carefully
invested.
This strategy needs to be based on a long-term perspective. It is on
the basis of this reform strategy, implementation of which is supported
by the World Bank, that Sri Lanka can promote excellence in higher
education. Globalization will offer Universities with a number of
challenges and opportunities as it is a complex multi-dimensional
process.
The result of this process is that no longer can Universities see
themselves as only part of a national system, based on the rules set by
the State. The concept of the global University should become the
central focus of reforms in higher education. It is through a number of
global Universities of excellence that a world class education could be
promoted in Sri Lanka.
Yet another fundamental point which needs emphasis in the given
global context is the Sri Lankan society, which is going through a
transformation, cannot afford to lose all control over the activities
and developments of higher education.
Sri Lankan society not only need well educated specialists in the
labour force, it also needs to generate an intellectual elite to provide
guidance to future processes of change.
It is only then the society will have an interest and a direct stake
in providing an adequate supply of and access to quality teaching and
research program in Universities.
Therefore the Universities must re-think their modes of governing,
their financing, their internal structures and external relations, and
this is specially true of a public university system like that of Sri
Lanka.
Concluded
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