National policy framework on education

Calls for increase in Higher Education Institutions:

Ariya Rubasinghe

The National Policy Framework on Higher Education and Vocational and Technical Education prepared by the National Education Commission under the Chairmanship of Prof AV Suraweera covers all areas of Tertiary Education.

The document separately covers in three parts areas of Higher Education, Technical and Vocational Education and Quality Assurance, Accreditation, Career Guidance and Counselling.

In part one, dealing with Higher Education in Sri Lanka, the document points out that admission to universities has several barriers that hinder access to higher education. It says that each year 40-60 percent of GCE (A/L) students qualify for admission to universities but due to limited places available less than 20,000 get selected for admission.

Criticizing the admission process and the quota system the document points out that students from schools in areas considered as underdeveloped are at an advantage over those from schools in the developed areas. It also says that children of low-income families are at a disadvantage in gaining admission due to a rise in private tuition.

Opportunities

Outlining on the need to optimize higher education opportunities, it calls for increase in the existing Higher Education Institutions, provide more financial support to students and introduce new methodologies such as distance learning mode. It also calls for coordination with the industry sector in designing courses and promote research and creative activity in Higher Education Institutions (HEIs) and to restrict political party activities which lead to indiscipline and violence in HEIs.

Strongly recommending on the need to expand Higher Education, the Policy Document calls for establishment of Affiliated Institutions, establishment of degree awarding institutions outside the purview of the UGC and for cross border Higher Education. It advocate for the establishment of a unit to study the activities of the Institutions affiliated to foreign universities and prepare a set of guidelines for recognition of overseas institutions. It also advocates to recognize qualifications equivalent to degrees, diplomas and certificates awarded by professional bodies subject to the quality and accreditation requirements.

Emphasizing on the need to increase research activities if Sri Lanka is to leapfrog into the 21st Century through the application of ICT, Biotechnology and nanotechnology, the Policy Document recommends collaboration with the private sector for funding for research through granting tax concessions and incentives for indulging in research.

As regards the importance of postgraduate study programs, it calls for establishment of postgraduate institutes in all fields of study with orientation towards national development and strengthen the existing postgraduate programs.

Educational Institutions

In respect of Human Resources Management, while acknowledging the need to maintain uniformity among Higher Educational Institutions, it says that recruitment of staff, provision of opportunities for training and postgraduate education and terms and conditions for employment should facilitate the best talent to be attracted and retained in the HEIs. It emphasizes the need to provide flexibility in the recruitment process and make provision to retain qualified and competent staff in HEIs.

It also emphasizes the need to provide academic and administrative staff of HEIs with opportunities to acquire awareness of administrative, financial and other regulations.

On the issue of Corporate plans, the document says that the capability and commitment of HEIs should be strengthened to prepare, implement and monitor corporate plans and action plans. It says that each HEI should have a master plan for infrastructure development of the institution and committees should be appointed for evaluation, assessment and for implementation of action plans and review the goals, objectives and strategies of the Corporate Plans periodically.

Recommending reforms and policy revisions in the technical and vocational education sector, which are presently undertaken both by the public and private sectors, the policy document calls for the establishment of a unified qualification framework based on National Competency Standards and conversion of certificate level TVET courses into Competency Based Mode of Training. It also emphasizes the need to increase enrolment at TVET Institutions.

It further says that curricula and courses provided at State-run TVET institutions should be strictly responsive to economic and social demand and be maintained at national and international competitive levels. It points out that active participation of industry sector employees should be enhanced in designing courses provided by stated-owned TVET institutions and State assistance where necessary should be provided to non-State sector TVET institutions.

Delving on the need to provide opportunities for the general public to access TVET, it says special attention needs to be given to vulnerable/underprivileged groups to become partners in the national development process.

It outlines these groups are women, especially those heading households, people with disabilities, disadvantaged youth such as school drop-outs and former child labour, plantation, urban and rural poor, conflict affected persons and migrant workers.

The writer is Director Media Centre for National Development